Texas State University Child Development Center
Guidelines for Family and Child Development students
Welcome to the Texas State University Child Development Center. We strive to provide a model early care and education program for University students, staff, faculty, and the San Marcos community. Our primary purpose is to provide an environment in which children can develop intellectually, physically, socially, and emotionally within a play-based and developmentally appropriate curriculum under the guidance of qualified teachers and staff. Furthermore, we are here to support the University's mission of research, teaching, and community service by promoting access to higher education to a diverse population—including students in the School of Family and Consumer Sciences, Family and Child Development program.
We’ve developed the following guidelines in order to ensure optimal educational experiences for both the children at the CDC and the FCD students who spend time in our program. The CDC is a secure facility that must make the health and safety of children its primary responsibility. These guidelines support that aim.
State legal requirements
In order to help ensure the health and safety of children, the Texas Department of Family and Protective Services (TDFPS) Child Care Licensing sets minimum standards for people who work with children in child care programs. These standards apply to all Texas State University students who enroll in child development classes that require either observation or participation at the campus Child Development Center. To meet the TDFPS standards, students must
· Provide a copy of a Social Security card, I-10 number, work visa, or military ID,
· Provide a copy of a government issued photo ID (state issued drivers’ license, military ID, state issues ID, or passport),
· Complete a criminal history statement and have this affidavit notarized,
· Complete a request for a Texas Department of Protective and Regulatory Services Child Care Licensing background check, and
· Provide verification of an annual TB test.
Follow these guidelines to complete the required documentation:
1. Download and legibly complete the Request for Criminal History and Central Registry Check form and Affidavit for Applicants for Employment in a Licensed Operation or Registered Child-Care Home form posted on your class TRACS site. For these documents, please use your home address—consistent with that on your government issuedphoto ID.
If you have a felony conviction for any offense under the Texas Penal Code Title 4 15.031, Title 5, Title 6, Title 7 Chapter 29, Title 8 38.17, or Title 9 Chapter 43, or a like offense under federal or state law, you are not eligible to work in child care settings or participate in child development classes that require participation in a child care setting.
If you have any other misdemeanor or felony charge, indictment, conviction, or complaint you may be required to complete an additional risk assessment in order to participate in required course activities at the Child Development Center.
2. Have the Affidavit for Applicants for Employment in a Licensed Operation or Registered Child-Care Home form notarized. You can complete this step at most banks and attorney’s offices. You can also access free notary services at the student attorney’s office in the LBJ Student Center (5-1.5) on campus. The office is open M-F, 8-10am and 3-4pm. Bring a government issued photo ID that includes your signature. Student IDs are not acceptable. Do not sign the affidavit ahead of time; you’ll sign it in the presence of the notary.
3. Make copies of both your government issued photo ID and Social Security card.
4. Document a negative TB test done by the physician or clinic of your choice or at the Texas State Student Health Center within one calendar year of the start of your class. Because there is a waiting period before you get test results it’s wise to complete this requirement as early as possible.
5. Read and sign both the CDC student agreement form and the CDC guidance policy.
6. Bring all seven documents (including the notarized Affidavit) to your first class meeting of the semester. Students who fail to submit materials the fourth meeting will not be able to participate in the required activities at the child development center and will forfeit credit for that significant portion of the class. Note: If you are in more than one class with CDC participation requirements, complete a packet for each class. Your professor will notify you once you are cleared to participate at the CDC, usually within a week of document submission.
Do not go to the CDC to deliver the paperwork: You must turn it in to your instructor who will submit complete packets to the CDC. Your instructor will let you know when you have been cleared to begin course activities at the CDC.
CDC participation requirements
Participation at the CDC is based on coursework in an FCD course including:
FCD 2351: Child Development
FCD 2353: Principles of Guidance
FCD 2357: Infants and Toddlers
FCD 3351: Creative Experiences
FCD 5341: Advanced Child Development
Participation times
Observation and participation start and end times are set to both ensure the security and smooth functioning of the CDC and to meet course work expectations for FCD students. Typically students enrolled in FCD 2351 and FCD 3351 will be scheduled for one hour blocks; those enrolled in FCD 2353, FCD 2357, and FCD 5341 will be scheduled for two hour blocks. Schedules will be set during the first week of each semester. Once schedules are set, students will adhere to the agreed-upon time and day for participation; arriving late, trading times, and making up sessions are not consistent with the goals of the CDC or academic protocols.
Arrival and dismissal procedures for all FCD students
The CDC is a secure facility. To gain entry, press the intercom button at the outer door and inform the front desk staff of your name and the reason for your visit. You will be admitted through the first door. Show your photo ID to the desk staff who will note your arrival in the computer system. If you are more than 5 minutes late for your scheduled time you will not be admitted.
Upon admission you’ll be asked to wear a name tag and red bandana on your arm; this identifies you as a FCD student. As an FCD representative, you are expected to maintain professional standards including
· Comfortable but appropriate dress. You will be actively engaged in activities so make sure to cover the 3 Bs (breasts, belly, and bum). Wind shorts, shorts above the knee, see through clothing, flip-flops, leggings or fitted athletic wear without tunic length top to cover bum, and shirts with spaghetti straps are not appropriate for the classrooms or observation booths.
· Focus on the children and classroom activities. Cell phones, tablets, and other electronic devices must be turned off. Food, beverages, gum, and candy are not acceptable.
There is limited secure storage space at the CDC for your personal belongings so it’s wise to leave items such as your lunch bag, back pack, and purse at home or in your car. Bring only your photo ID and observation tools to the classroom or booth.
You will wait in the lobby for an escort to your assigned classroom or observation booth. You will also be escorted from the classroom or booth at the end of your scheduled time. This is part of the secure facility procedure required of all early care and education programs.
Observation booths
If you are enrolled in a class that requires classroom observations, front desk staff will offer you a head set for audio access to the classroom. Use what you hear and what you see to complete your observation work.
Please do not chat or share notes with others in the booth; students from multiple classes may be using the space during the same scheduled time.
Classroom participation
If you are enrolled in a class that requires classroom participation, follow these guidelines and always rely on the classroom teachers for guidance. Each classroom has a personal style and teachers may direct you to class-specific requirements. For example, participants in the infant classroom must remove their shoes.
You are required to wear a sleeved scrub top during your classroom participation time.
1. Thoroughly wash your hands using correct hand washing procedure: Wash hands with soap and warm water for at least 10 seconds; use disposable towel; and avoid recontamination from faucets by turning off faucets with the towel after drying your hands.
2. Check in with the classroom teachers.
3. Review the lesson plan and learning center set-up. Consider how the classroom activities correspond to your FCD class expectations.
4. If you have questions about what you should be doing in the classroom, ask.
5. Settle in, observe, and interact with the children. Position yourself where you can see all of the room, even if you are engaged in a specific center or activity. Work at the children’s eye level and stay engaged.
6. Maintain confidentiality. Never talk about the children and families you encounter at the CDC outside your FCD class. Breaches of confidentiality, including posts on social media, conversations with other students, and gossip among students and families can result in your permanent exclusion from the CDC.
Classroom interaction guidelines
1. Remember why you’re at the CDC. Participation in classroom activities enriches your knowledge of children’s growth and development, helps you learn how an early care and education program works on behalf of groups of children and individual children, and offers tools for becoming an appropriate team member.
2. Be prepared to be overheard. Children listen, and often repeat what you say so your CDC conversations must be appropriate and related to the children’s learning environment.
3. Move through the classroom in a relaxed, peaceful, and unhurried manner. Squat to the child’s level—eye-to-eye contact conveys interest and enthusiasm.
4. Respond—with your eyes and body—to children when they speak to you. Don’t expect children to look at you when you’re talking to them; similarly don’t expect or encourage them to use Ma’am or Sir.
5. Speak clearly, smile often, and respectfully join the children in their activities. Avoid calling across the classroom or playground to get a child’s attention; save your loud voice for an immediate emergency.
6. Recall and use what you know about direct and indirect guidance techniques.
· Use the environment to help guide and direct expected, developmentally appropriate behaviors.
· Tell children what they can do and avoid using don’t, no, and stop—words that don’t give children information on what they should do instead.
· Offer choices—but make sure you are comfortable with either choice.
· Keep in mind the basics: Rules are made to help children keep themselves safe, others safe, and the environment safe. Everything else is for adult convenience and is likely to minimize the child’s opportunities for self-regulation.
7. Encourage children to talk—build vocabulary, express feelings, identify their own emotions and needs.
8. Enjoy the playground as an extension of the indoor classroom. Stay engaged with the children and offer as many learning opportunities—across all domains—as you would indoors, including quiet activities.
9. Remember, the goal of guidance is the child’s ability to self-regulate behavior. Support the children’s efforts and encourage exploration and discovery. Avoid doing activities for a child and lavishly praising successes. Instead acknowledge attempts and let children feel pleased with themselves.
10. When in doubt, ask. Never assume that you are the primary teacher; you aren’t included in the staff:child ratio and children know that you’re only with them for a limited amount of time each week.
Defer to the teaching staff—always!