OCC Operations Manual - Settlement AtWork

OCCOPERATIONS MANUAL

October 2007

Project funded by Citizenship and Immigration Canada

Project funded by Citizenship and Immigration Canada

Project PartnershipCMAS – Toronto District School BoardRyerson University, Gerrard Street Resource CenterThe Learning Enrichment Foundation

Written byJudith Colbert, PhdCatherine Moher, Daisy Talob, Helena Raimundo: Ryerson University, Gerrard Resource CenterProject CoordinatorTricia Doyle, CMASGraphic DesignMichael Caplan, Radiance Publications

AcknowledgementsThe Occasional Child Care project, funded by Citizenship and Immigration Canada, has become a reality becauseso many dedicated people have given us their time, ideas and support. Some of the supporters that we wouldlike to acknowledge include:

Peter Dorfman, for getting it all started and supporting us from the very beginning of this concept.

SWIS staff, for their willingness to share their ideas, concerns and suggestions in developing this model.

The many other settlement agencies that allowed us to come out and visit and that contributed great ideasto the development of the model.

The Learning Enrichment Foundation – Palmina Muscat and Janice McGann, brought into the project astrainers, who went beyond in helping to make this happen!

The CMAS team – Donna Miller, Lily Johnson, Denise Edwards, Melissa Hays, Debi Wittke, Janice Marshall,Helen Crouch and Latha John. Thanks for your great spirit and unending hardwork in all CMAS projects.

CIC Ontario region, for your ongoing support in this and our many other projects. We appreciate having thisopportunity to add to the array of services and supports available to newcomer families.

We would like to offer special thanks to the Ryerson University team: Catherine Moher, Helena Raimundo andDaisy Talob, for jumping in on a moment’s notice and contributing great information that will be a real source ofsupport to our programs.

Thank you to Tricia Doyle, for taking on the challenge of coordinating this project by providing leadership in thedevelopment of the Manual, the training modules and the management of the whole process.

Special recognition, however, belongs to Judith Colbert. One year ago, Judith understood the need anddeveloped a vision. Today, due to her diligent research and clear-headed thinking, this vision is a reality. Themodel for Occasional Child Care is an exciting opportunity to provide safe quality child care to newcomerchildren as their parents access the support they need to settle in Canada. The model is flexible, responsive andvery progressive. It would not be what it is today were it not for the creative and well thought-out ideas thatJudith put forward.

We dedicate this to Judith Colbert, for her tireless behind-the-scenes work for newcomer children and child careprograms.

For all those who contributed, too numerous to mention, know that what you have given us is truly appreciated.

Sincere thanks to all,

Susan Hoo,

CMAS Manager

OCC OPERATIONS MANUAL

TABLE OF CONTENTS

SECTION A INTRODUCTION TO THE OCC OPERATIONS MANUAL .................... A – 5

An introduction to OCC........................................................................................ A – 5

What are the risks? .............................................................................................. A – 7

What is a turn-key operation? .......................................................................... A – 11

SECTION B SETTING UP AN OCC PROGRAM – IMPLEMENTING THE TURN-KEY MODEL ........................................................................ B – 5

What are the administrative elements of an OCC program? ............................ B – 5

Developing policies and procedures .................................................................. B – 6

Selecting the location of your OCC program .................................................. B – 12

Staffing your OCC program .............................................................................. B – 19

Equipping your OCC program .......................................................................... B – 28

Summary – What are the tasks and who will be responsible? ........................ B – 37

SECTION C OPERATING AN OCC SESSION – USING THE TURN-KEY MODEL .... C – 5

Before a session – In advance ............................................................................ C – 6

Before a session – Immediately before children arrive .................................. C – 11

During a session ................................................................................................ C – 12

After a session .................................................................................................. C – 30

After a Session – After the children leave ........................................................ C – 31

RESOURCES

The turn-key model – Duties of administrators and caregivers ........................ R – 5

How do caregivers use the forms? ...................................................................... R – 9

Assigning OCC Responsibilities ........................................................................ R – 27

Sample Child Abuse Reporting Policy and Procedures .................................. R – 28

Suspected Child Abuse Reporting Form .......................................................... R – 36

Sample Behaviour Guidance Policy .................................................................. R – 38

Session package overview ................................................................................ R – 40

Sample Activity Plan ........................................................................................ R – 43

Healthy snacks .................................................................................................. R – 44

Songs and fingerplays ...................................................................................... R – 47

SECTION A

INTRODUCTION TO THEOCC OPERATIONSMANUAL

SECTION A CONTENTSSECTION A INTRODUCTION TO THE OCC OPERATIONS MANUAL .................... A – 5

An introduction to OCC........................................................................................ A – 5

What is OCC? ...................................................................................................................................... A – 5

What are the types of OCC?............................................................................................................ A – 6

How does OCC compare to other forms of child care? ........................................................ A – 6

Risks that children face .................................................................................................................. A – 7

What are the risks? .............................................................................................. A – 7

What are the risks when offering child care? .......................................................................... A – 8

What are the risks specific to OCC?.............................................................................................. A – 9

How can the risks be managed? .............................................................................................. A – 11

What is a turn-key operation? .......................................................................... A – 11

Rationale ............................................................................................................................................ A – 11

Framework ........................................................................................................................................ A – 12

What are the documents? ............................................................................................................ A – 13

OCC Requirements .................................................................................................................. A – 13

Mandatory forms ...................................................................................................................... A – 13

Handbooks.................................................................................................................................. A – 13

Resource Binder ........................................................................................................................ A – 13

Operations Manual .................................................................................................................. A – 13

What are the responsibilities of the SPO? .............................................................................. A – 14

The key elements of the turn-key model ........................................................................ A – 14

A two-step process .................................................................................................................. A – 14

Example of a session ...................................................................................................................... A – 15

Care on one day ........................................................................................................................ A – 15

Care on consecutive days ...................................................................................................... A – 15

An overview of responsibilities............................................................................................ A – 15

A – 5OCC Operations Manual October 2007

INTRODUCTION TO THEOCC OPERATIONS MANUAL

What is OCC?OCC is an informal, unlicensed arrangement for the care andsupervision, on a non-recurring basis, of a child with a parentreceiving CIC-funded services at the same site. Usually, thechildren who receive care are different each time care isoffered.

OCC serves children from 19 months to the age of eligibilityfor Grade 8 in an Ontario school. OCC can be providedwhenever it is needed, but its two fundamental conditionsmust be met at all times:

● Parents are on the same site as their children; and ● Parents are participating in an eligible, CIC-funded

settlement service.

OCC is always offered in conjunction with specific settlementservices and may involve formal partnerships or otherarrangements with organizations such as school boards andrecreation centres. Since every organization has differentresources and provides different services within a distinctivecommunity, and since there is more than one type of OCC,every OCC program has its own unique characteristics.

Welcome to the Occasional Child Care Operations Manual.This Manual is designed to help your organizationimplement an occasional child care (OCC) program. It beginswith an Introduction to OCC that will help you understandchild care and the risks associated with providing OCC. It willgive you tools and ideas for managing those risks andsuccessfully setting up and operating your own OCCprogram.

An introduction to OCC

SECTION A

A – 6 SECTION A INTRODUCTION TO THE OPERATIONS MANUAL

How does OCCcompare to other

forms of child care?

OCC is similar to more formal types of child care, such asLINC childminding and licensed child care, in whichprograms must meet requirements that protect the healthand safety of children and establish a professional standardof care. The chart below highlights the similarities anddifferences among the three types of formal child care.

What are the typesof OCC?

The type of OCC you will offer will depend on the servicesyour organization provides and the space available for theprogram. Basically, there are three types of care:

● On-Site in Dedicated Space – care that is offered at yourservice site in space that is only used for child care.

● On-Site in Shared Space – care that is offered at yourservice site in space that is used for other purposes andshared with others.

● Mobile – care that is offered on an itinerant basis at oneor more sites in the community in varied space that mayor may not be dedicated to the care of young children.

An organization can offer more than one type of OCC,depending on the settlement services it provides.

OCC LINC Childminding Day care

Funded by CIC through ISAP CIC through LINC Parent fees

Available toParents participating inISAP Programs

Parents participating inLINC programs

Parents paying fees

Time operated Occasionally Daily Daily

Session Length Varies 3 hours to 5 hours 3 hours to 11 hours

Governed by CIC’s OCC RequirementsCIC’s National LINCChildminding Requirements

Ontario’s Day NurseriesAct

Specialrequirements

Parents must remain onsite

Parents must remain onsite

Parents are not on site


Children are the most vulnerable members of our society.Young children, in particular, are almost totally dependentupon adults for their safety and security. They lack languageskills to express their needs or ask for help. Their motor skillsare undeveloped and the youngest are unable to flee. Theyalso lack the judgement and experience required to sensedanger and respond appropriately. In view of theirvulnerability, it is not surprising that children are at risk formany forms of harm:

● Risk of injury – falls, cuts, electric shocks, collisions withchildren or objects, strangulation and other risks such asabuse by adults.

● Risk of fire in buildings and other building hazards –fire hazards, electrical equipment, unstable furniture,accessible windows and balconies, window blind cords,broken steps and railings, splinters, peeling paint.

● Risk of the spread of disease and ill health – unsanitaryconditions, inadequate management of wastes andgarbage, close contact and exposure to others who areill, inadequate first-aid treatment or emergency response,improper food handling procedures, exposure toallergens, environmental health hazards (lead or otherchemical pollutants).

● Risk of developmental impairment – failure to providefor growth and well-being, including inadequatenutrition, too little or too much stimulation, few learningopportunities, improper discipline, abuse or neglect,unrealistic expectations.

Children have a right to be safe and healthy. If they areforced to adapt to situations that put them at risk of harm,they could suffer life-long damage. Risks are a feature of theirworld, largely because the adults they encounter have nottaken sufficient precautions. Harm in child care results whenadults lack the knowledge and training they need to assume

Risks that children face

What are the risks?


What are the riskswhen offering

child care?

responsibility for children. Harm is inevitable when adults failto provide adequate supervision.

The vigilance of adults is the key to the safety of children.Although they are vulnerable to a broad spectrum of risks,those risks result from an absence of attention to their well-being, including a failure to supervise, poor maintenance andsloppy procedures. In contrast, when organizations make thesafety of children a priority, they can establish a program ofcare that addresses and reduces risks by

● Ensuring the safety of their physical environment● Preventing avoidable injuries● Protecting their health and ● Providing for their positive development.

Providing for their needs in child care settings involvesspecific risks associated with group care, but those needs canbe met safely by setting and maintaining a standard of careand ensuring that it is being achieved.

Risks associated with child care in general are well-documentedand are typically modified through well-establishedmechanisms, such as written requirements. Some of the risksinclude:

● Untrained caregivers are less likely to promote thephysical and mental health, safety, and cognitivedevelopment of the children in their care. Caregivers areless likely to exhibit behaviours that protect children’shealth and safety when their behaviour is not monitored.

● Inappropriate ratios mean that caregivers withresponsibility for too many children are unable toobserve the children, establish relationships or respondto their needs.

● The risk of illness rises when children are crowded intospace that is too small or when poor hygiene practicespromote the spread of disease.


● Injuries occur to children in unsupervised groupsituations. Research suggests that the occurrence ofphysical injury may be associated with peer presence aswell as with lack of supervision, although having anadministrator present does not guarantee protectionfrom injury.

● Physical abuse most frequently occurs in the form ofexcessive discipline, often as a response to prior conflictwith the child. Research indicates that child care staffknow significantly less about the procedures forreporting suspected abuse and their protection underthe law when compared to sex abuse experts. While childcare staff are potential resources for abused children,they may fail to report suspected abuses if they do notknow their legal responsibilities and their rights andprotections under the law.

● Adults with a criminal record, especially against children,must not be allowed in child care settings.

What are the risksspecific to OCC?

OCC’s distinctive characteristics add risks to caregiving notassociated with other forms of care. Because it is offeredoccasionally to different groups of children, its primary risksarise from change:

● Changing children mean that care is always beingprovided to new children without backgroundinformation that could be vital to their safety. There is notime to get to know them and be able to anticipate andrespond to their needs.

● Changing staff mean that routines do not getdeveloped. Research clearly indicates that risk in groupcare is higher when there is a break in routine. When staffand the caregiving situation are always changing, staffhave few opportunities to build knowledge of theprogram operation and the policies and procedures thathave been developed to address specific risks to children.

● Changing space means that every time space is used ithas to be thoroughly checked for safety. Others using thespace may make the space unsafe by introducing choking


hazards, allergens or toxic substances. Changing spacealso means that staff must become familiar with newsituations, including new exit routes and evacuationprocedures.

Change and the risks specifically associated with OCC andnot typically found in other forms of group care are highestwhen you offer mobile care and lowest when you are able toprovide OCC on your own site, in space used only for OCC.Even when OCC is offered in dedicated, on-site space, it has ahigher “risk” than other forms of child care. Specific OCC risksarising from situations not generally encountered in childcare settings are identified below.

Additional Risks in Occasional Child Care

FacilityWhen OCC is provided outside of normal hours, facility staff may not be availableto respond to an emergency, such as an intruder or a fire. When the public hasaccess to the building the risk of an intruder is increased.

OCC Space Caregivers who are unfamiliar with the OCC environment are less able to anticipaterisks relative to the ages of the children or respond to emergencies. Others canintroduce hazards to space after it has been approved for OCC.

Ratios /Mixed Ages

If the ages and number of the children differ from expectations, preparation andsupervision may be inadequate. When children of varied ages are cared fortogether, the risk of injury increases. Toys appropriate for a school-age child may bea choking hazard for a young preschooler. When more school-age children are inthe space than preschoolers, play may be more energetic and the younger childrenmay be injured.

Toys andEquipment

Children may engage in inappropriate play and hurt themselves if they do nothave enough toys. When the supply is not appropriate for their age, they may beinjured. Toys and equipment are damaged as a result of repeated storage and/ortransportation. The potential for child injury increases when broken toys arepresent.

Children –Changing

Caregivers never have an opportunity to get to know the children who aredifferent each time OCC is offered. Caregivers may not know about a child’s allergyor other special condition. Caregivers have limited background information fromparents and, possibly, limited ability to communicate with them. Children andcaregivers cannot communicate because children have different home languagesand varied language skills. Newcomer children may be in distress because ofseparation issues and lack of experience in group care settings.


How can the risksbe managed?

Although an OCC program involves risk, those risks can bemanaged through preventive strategies and programsupports, such as insurance and mandatory operatingrequirements. These strategies and supports have beencombined within the comprehensive turn-key model ofoperation that has been especially designed to help youmanage risks in your OCC program.

You can define a turn-key operation as a program based on amodel that is developed in advance and ready for immediateimplementation. All necessary equipment and materials areprovided. It functions within a framework of operatingsupports and its effectiveness can be measured againstestablished benchmarks.

What is a turn-key operation?

RationaleThe rationale for using a turn-key model for OCC programsemerges from its definition. Turn-key operations areappropriate for OCC because they

● are ready for immediate use.● have been designed by professionals with specialized

knowledge who are aware of risks.● include supports that allow people to achieve a

professional standard of care and reduce risks, evenwhen they are working in unusual situations or lackspecific expertise.

● allow a consistent response to changing variables so thatthe safety and quality of care do not change, eventhough critical elements such as the children, caregiversand space, vary and are often unpredictable.

● minimize risks by including established standards,information and technical assistance and encouragingroutine practices that build organizational expertise.


FrameworkThe framework of OCC’s turnkey model is a series ofdocuments that

● build capacity for managing risks;● promote consistency;● define relationships and responsibilities;● set a standard of care; and● provide information about operating an OCC program

that is safe for children and meets the needs of ServiceProviding Organization (SPOs) and the families theyserve.


The OCC documents, with a brief description of their roles,are set out below and are discussed in more detailthroughout this Manual. The OCC documents include:

What are thedocuments?

OCC RequirementsYou must ensure that the care you provide meets the OCCRequirements, the core of the turnkey model thatestablishes the framework for OCC.

Mandatory formsThe mandatory forms are designed to help you manage therisks associated with OCC. They are included in the OCCRequirements and will help you meet those requirements atevery step in the way. You will learn more about theseforms later in this Manual.

Operating an OCC: A Handbook for ISAP Managers,Operating an OCC: A Handbook for CaregiversHandbooks for operating an OCC program introducemanagers and caregivers to OCC. They also serve as anexcellent introduction to this Manual which is designed togive you more comprehensive assistance with theoperation of your OCC program.

Resource BinderThe Resource Binder includes information that will helpmanagers and caregivers, and answer many of theirquestions, throughout program operation. It is designed asan ongoing reference guide and will grow with yourprogram as new information becomes available.

Operations ManualThis OCC Operations Manual provides you with a step-by-step guide to setting up and operating your OCC program.

Handbooks:


What are theresponsibilities of

the SPO?

The key elements of the turn-key model

Although the turn-key model provides a framework andsupports for OCC, you are responsible for implementing themodel and translating it into a program that meets theneeds of your organization and the families you serve. Earlyin the implementation process, you will have to considerboth the key elements of the turn-key model and thechoices you must make to meet the needs of yourorganization and its clients.

The main elements of the turn-key model are the OCCRequirements and the mandatory forms that will guide theoperation of your program:

● Space Selection Form ● Space Safety Checklist● Child Registration Form● Child Attendance Form● Session Management Form.

These elements will provide a consistent structure for yourprogram, whatever type of OCC you offer.

The choices you will have to make relate to the number ofsessions you will offer, the number of children you will serveand any additional features you would like for your OCCprogram.

A two-step process

OCC can be viewed as a two-step process that takes placeover time. The first step involves a big-picture perspective –setting up your overall OCC program. The second focuses ona close-up view of caring for children – operating anindividual OCC session.

The term OCC program, therefore, refers to the administrationthat provides for care, while an OCC session is the individual


occasion on which care is provided. Since an OCC programmust be in place before an OCC session can be offered, yourresponsibilities begin well before care is provided forchildren.

An overview of responsibilities

The next two sections of this Manual provide an overview ofthe key responsibilities associated with setting up (Section B)and operating (Section C) OCC.

Example of asession

Care on one day

Generally speaking, asession includes the periodof time, on one day, whenOCC is continuously offeredin the same OCC space. Twoor more distinct sessionsare offered when two ormore different groups ofchildren receive care on thesame day in the samespace, but at different times(e.g. at a morning sessionand an evening session).

Care on consecutive days

When a settlement serviceis provided on consecutivedays for the same group ofchildren in the same space,OCC may be administeredas a single OCC sessionalthough a separate OCCSafety Checklist, OCC ChildAttendance Form, OCCSession Management Formmust be completed for eachday.

SECTION B

SETTING UP AN OCCPROGRAM –IMPLEMENTING THETURN-KEY MODEL

SECTION B CONTENTSSECTION B SETTING UP AN OCC PROGRAM – IMPLEMENTING THE

TURN-KEY MODEL ........................................................................ B – 5

What are the administrative elements of an OCC program? ............................ B – 5

Developing policies and procedures .................................................................. B – 6

Formal partnerships .................................................................................................................. B – 7

Working with partners...................................................................................................................... B – 7

Informal partnerships ................................................................................................................ B – 8

Building relationships .............................................................................................................. B – 8

Developing protocols for working together ...................................................................... B – 8

Insurance – Managing liability .................................................................................................... B – 8

What insurance is needed? ...................................................................................................... B – 9

Issues .................................................................................................................................................. B – 10

What if my organization is already insured? .................................................................. B – 10

How much coverage is needed? ........................................................................................ B – 10

What if a facility operated by a partner is already insured? ...................................... B – 10

Selecting the location of your OCC program .................................................... B – 12

What should we consider when choosing the facility? ...................................................... B – 12

How do we select the space? ...................................................................................................... B – 12

What are some of the factors to consider when selecting the space? ........................ B – 15

Staffing your OCC program .............................................................................. B – 19

Where do we find qualified caregivers? .................................................................................. B – 19

What are the basic job qualifications? .................................................................................... B – 20

What are the qualifications for a volunteer? .......................................................................... B – 21

What documents do we need for the caregivers and volunteers? ................................ B – 22

Why do caregivers and volunteers need an orientation? .................................................. B – 23

How many caregivers do we need to hire? ............................................................................ B – 23

What are the ratio and group size requirements? .............................................................. B – 24

How do we decide how many caregivers are needed for a session? ............................ B – 25

Who is responsible for what? ...................................................................................................... B – 25

How do we decide the amount of caregiver hours?............................................................ B – 26

Equipping your OCC program............................................................................ B – 28

What equipment does an OCC program need? .................................................................... B – 28

How much equipment does an OCC program need?.......................................................... B – 29

What equipment do we need for the children’s activities? .............................................. B – 30

What equipment is recommended for children? ................................................................ B – 32

Suggested equipment lists.................................................................................................... B – 32

How do we store equipment? .................................................................................................... B – 33

When will we need mobile kits? ................................................................................................ B – 33

Overview of mobile OCC kits ...................................................................................................... B – 34

Choosing kit containers.......................................................................................................... B – 34

Design of kits.............................................................................................................................. B – 34

Use of kits .................................................................................................................................... B – 35

Maintenance of kits ................................................................................................................ B – 35

What is needed for the operation of a session? .................................................................... B – 36

Summary – What are the tasks and who will be responsible? ........................ B – 37

B – 5OCC Operations Manual October 2007

SETTING UP AN OCCPROGRAM – IMPLEMENTINGTHE TURN-KEY MODEL

SECTION B

What are the administrativeelements of an OCC program?

Before setting up your program, you will need to make manydecisions that will determine the safety of the care you offerand in the long term, make it easier to manage yourprogram. Effective administrative strategies can reduce risksto children and increase the quality of care you provide.

When making decisions for the safe operation of your OCCprogram, your first guide should be the OCC Requirementsand any requirements your insurer might impose.Primary tools for addressing risk include the policies andprocedures identified in those requirements.

In setting up your OCC program, you will be launching aturn-key process that when followed ends with thesuccessful provision of OCC.

The process begins with becoming familiar with thedocuments that form the framework of the turn-key model,especially the OCC Requirements. Within the turn-keyframework, you have the flexibility to address the majorelements of your program in ways that meet the needs ofyour organization.

B – 6 SECTION B SETTING UP AN OCC PROGRAM

Risk Management

Staff and volunteers may use inappropriatedisciplinary measures that may involve injuryand even abuse.

Policies and procedures in behaviour guidance.

Staff and volunteers may observe indicators ofabuse or exhibit abusive behaviour. (By law,individuals must report suspected cases of alltypes of abuse.)

Policies and procedures for abuse reporting.

Policies and procedures set out in writing the standard ofcare you expect staff to meet and show your insurancecompany that you are managing risks. Your policies andprocedures should be specific to the type of care you intendto offer and any relationships you have with otherorganizations. Even when your organization already haspolicies and procedures in areas set out in the OCCRequirements, you will need to review what you havedeveloped to ensure that they reflect the needs of your OCCprogram.

OCC policies and procedures will help you manage risksrelated to staff interactions with children, including risksfrom inappropriate discipline (managed by behaviourguidance policies and procedures), unreported abuse (abusereporting), and staff with a history of criminal activity (policebackground checks). Others relate to the health and well-being of children (safe food service including allergyawareness, hygiene, daily health checks and emergencyresponse).

Details in your policies and procedures will be distinctive foryour organization. The following chart gives you basicinformation about the required policies and procedures(followed by their source in the OCC Requirements). It willhelp you get started as you develop the tools you need tomanage risks in your program:

Developing policies and procedures


Risk Management

Caregivers and volunteers working with childrenmay engage in criminal or inappropriatebehaviour in your OCC sessions.

Policies and procedures requiring backgroundchecks.

A parent leaves the site and is unable to assumeresponsibility for their child.

Procedures for monitoring if parents are on site.

Information about children and families may beshared with others who will use it to cause harmto the family.

Procedures for maintaining the confidentiality ofdocuments.

Children and staff may become ill with foodpoisoning. A child with an allergy may become illor experience a life-threatening reaction if a foodservice error is made.

Procedures for food safety and food service.

Children may be exposed to blood borne illnessor become ill from bacteria and germs spread bypoor hand washing practices.

Procedures for hygiene, including cleaning toysand equipment, following Universal Precautionsand effective hand washing.

Caregivers may not know that a child is feelingsick or has been injured.

Procedures for checking children as they arrivefor illness or injury.

A child who is ill may spread disease.Procedures for excluding a child who is ill onarriving at the program.

A child may become ill suddenly or beendangered by life-threatening circumstances, orreceive the wrong medication.

Procedures for responding when a childbecomes ill or has a medical emergency whileparticipating in the program, and for handlingand administering medication.

Injury and even loss of life may result from a fireor other emergency.

Procedures for fire and emergency evacuation.

Working withpartners

When other organizations are involved in OCC, you havespecific responsibilities:

Formal partnerships

When providing OCC as a joint initiative within a formalpartnership based on a written agreement, inform yourpartners of the responsibilities associated with OCC andensure that your agreement includes a commitment tomaintain compliance with the OCC Requirements (1-1b).


Informal partnerships

When OCC involves a less formal relationship that mayinvolve an agreement with another organization that is not apartner in the initiative (e.g. when you use space at a facility),ensure that all parties are aware of OCC responsibilities andthe need to maintain compliance with the OCC Requirements.

Building relationships

When offering programming with others, good relationshipsare the key to positive results. In addition to informing themabout your activities and the general need to meet the OCCRequirements, be clear about what you need from them.Make sure they understand the importance of reducing risksto the children and recognize the benefits of offering OCC. Atthe same time, learn as much as possible about the otherorganization, including its relevant policies and procedures,so that you can understand and help resolve any issues thatmay arise for them.

Developing protocols for working together

Written protocols will help you work with others. They setout expectations on a wide variety of topics, such as whetheryou can use equipment and furnishings already in place andwho will be responsible for damage or loss.

Insurance –Managing liability

Insurance makes it possible to reduce or eliminate liabilitywhen harm occurs. According to the Insurance Bureau ofCanada (IBC), liability will result, for example, when anoccupier “fails to provide a reasonable standard of care inkeeping the premises free from hazards.” According to theIBC, the criteria used to determine whether the appropriatestandard of care was applied include:


● Whether the danger was foreseeable.● Whether the occupier’s conduct was in accordance with

acceptable standards of practice.● Whether there was an adequate system of inspection

(considering the risks involved) in place and carried out.● Whether the danger was allowed to exist for an

unreasonable amount of time.● The ease with which the danger could have been

prevented.

The IBC continues to note that the “best way to avoid liabilityis to prevent losses from occurring by diligently keepingpremises free from hazards.”This diligence, along with“consistent documentation” is one of the “most effective”ways to defend an organization against a claim or lawsuit,should one occur. Further, when spaces are shared, thereshould be an agreement that clearly states the responsibilitiesand liabilities of each party (IBC,“Occupier’s Liability –Slip/Trip and Fall” at http://ibc.ca/bc ).

What insurance is needed?

You need commercial general liability insurance thatincludes abuse and molestation. When you requestinsurance you will likely be asked if you have writtenprotocols describing the measures your organization istaking to reduce risks and prevent harm. In response, you cantell your insurer that you must meet CIC’s OCC Requirementswhich include requirements for behaviour management,abuse reporting and staff background checks, as well asresponding to emergencies and other serious occurrences.The OCC Requirements also include internal checks andbalances (such as employee sign-off that they have readcertain policies and procedures) to ensure they are beingfollowed. You can also compare the OCC Requirements to theNational LINC Childminding Requirements and the provinciallicensing regulation under the Day Nurseries Act.


Before providing coverage, your insurer may need to see acopy of the OCC Requirements and have assurance that theyare being followed. The insurer may want to see otherdocuments such as copies of specific policies andprocedures. Since the process of acquiring insurance maytake some time, it is wise to start getting coverage as soon aspossible after you decide to set up an OCC program.

Issues

What if my organizationis already insured?

If your organization is already insured for liability, you needto check that the policy includes “abuse and molestation.”You also need to confirm the amount of coverage.

How much coverage isneeded?

Government’s typically require $2 million, but a higheramount such as $5 million may be more appropriate. It isbest to discuss this with your funder and insurancecompany.

What if a facility operatedby a partner is already

insured?

When a program operates in an insured facility operated bya partner or other organization, insurance linkages areestablished with an exchange of documents at the policylevel. You are likely to be asked to provide the otherorganization with an insurance certificate, naming theorganization as an “additional insured.”Your partner’sinsurance company may also wish to see a copy of the OCCRequirements.

When you use facilities operated by others, you will have tomeet the conditions they set out for use by others, withrespect to insurance coverage and the reporting of anyincidents that might occur.

School boards will serve as an example here since theytypically post on the web the conditions for applicantswishing to use their facilities, including conditions relatedto insurance. Here are some samples:


● “All groups who are granted a Permit to use TDSBfacilities must have liability insurance naming the TDSBas “additional insured.” A copy of the InsuranceCertificate is to be submitted upon receipt of the“tentative permit.” [Groups without liability insurancecan purchase it through the TDSB.] (www.tdsb.on.ca –Application for Permit retrieved July 2007)

● “The Applicant will take out a comprehensive policy ofpublic liability and property damage insurance in theamount of TWO MILLION DOLLARS, exclusive of costsagainst loss or damages to property arising inconnection with the activity as a result of any act oromission of the Applicant, its members or invitees. Suchpolicy shall name the Upper Grand District SchoolBoard as an additional insured and a certificate shall beprovided to the Community Use Clerk 5 DAYS prior tothe date of the function. This insurance may bepurchased from the Board. [Rev 2006](www.ugdsb.on.ca – Community Use of School Facilitiesretrieved July 2007)

Although almost all school boards in Ontario belong to theOntario School Board Exchange (OSBIE) (www.osbie.on..ca)and will have similar conditions for the use of their facility,each will have variations that reflect local conditions.Whether or not your partner is school board, the OSBIE hasa useful website that includes information on Certificates ofInsurance as well as a User Manual for Online IncidentReporting (pdf ).

Whenever you are working with another organization, thinkabout liability early in your relationship. When you areselecting space in advance but are unsure if or when youwill be using it, make inquiries during site selection so thatyou are can provide the necessary documentation at theappropriate time. You must ensure that adequate liabilityinsurance is in place, before using space provided by others.


Selecting the location of your OCC program

The process of selecting locations for your OCC program isgoverned by the type of care you offer which, in turn, islargely determined by the settlement services yourorganization provides and the facilities available for OCC.

When providing care within your own building you havemaximum control over conditions. When providing care inthe building of a partner organization, your control islessened. You will need to clarify with the partners whatprocedures will be used to address concerns.

How do we selectthe space?

When setting up an OCC program, one of your first tasks is toselect safe, appropriate space that meets the OCCRequirements. Selection of space is the foundation of the safeoperation of OCC. Selecting space is the most time-consuming step in the process, but has the greatest overallimpact on risk reduction. The more thoroughly you completethis step, the more risks you remove from the ongoingoperation of your program.

As a guide to choosing space, the OCC Requirements includea Space Selection Form. This form will help you identify thesafest and most appropriate space for caring for children. Youare required to use this form to approve any space whereOCC is to be offered.

The Space Selection Form includes five parts:

Part 1 – Space Selection ChecklistIncludes the major safety items identified in the OCCRequirements and, on your visits, serves as a guide toselecting space for children.

What should weconsider whenchoosing the

facility?


Part 2 – Plan for ChangesDescribes items that do not meet the requirements asnoted on the checklist. It identifies what must be donebefore a space can be approved, who must do it andwhen.

Part 3 – ObservationsCaptures your visual experience of the space so that,later, anyone who has not been to the space can makedecisions about its use.

Part 4 – ApprovalAllows you to state whether the space can be used forOCC and how many children it can serve, and providecontact information for any partner organizationinvolved.

Part 5 – Emergency InformationCollects emergency response information for staff whowill use the space for OCC in future. This information willbe confirmed and updated immediately before the spaceis used for an OCC session.

Background information on the Space Selection Formfollows in the Resources section of this Manual – a guide tocompletion that provides more detailed information aboutthe space selection and approval process.

The information you collect on the Space Selection Form willguide your approval decision and provide a record of thespace. When the space is off site, this record is especiallyimportant as it will be the basis for selecting OCC space inthe future. Space selection is often a process of elimination.Some space will be approved immediately, while other spacewill clearly be inappropriate. Other space may be approved,on condition that changes are made before the space is usedfor OCC. Those changes may take place in the intervalbetween space selection and use or immediately beforechildren arrive for an OCC session.


When the results of your inspection indicate that you will beable to approve the space on condition that changes aremade, ensure that plans for the changes are indicated in Part2 of the Space Selection Form and identify who is to makethe changes. When your organization is not the owner of thebuilding or when you have a partner, the changes may bemade by others. Monitor the change process and ensure thatany changes to be made in the interval before use arecompleted by the required date.

To meet these requirements, you will need to ensure that theoriginal Space Selection Form remains on file while updatedcopies of Parts 2 and 5 are provided to the caregiverswhenever the space is used.

When OCC is not provided in a permanent location, spacemust be allocated before each session. A completed SpaceSelection Form is an important record that will be usedrepeatedly over time. In addition to approval and safetyissues, the form indicates the capacity of the space andincludes observations that will make it possible to compareavailable space and decide which is most appropriate forspecific sessions (e.g. which has capacity for the number ofchildren expected, suits a particular age group or hasfacilities for serving food and beverages). Observations areimportant, in view of the potential for change in the timebetween selection and allocation. The emergencyinformation in Part 5 must be confirmed and updatedimmediately before each OCC session.

Before each OCC session, a caregiver must carry out a safetyreview using a Space Safety Checklist. During that review, thecaregiver confirms that all changes required in Part 2 of theSpace Selection Form have been made, including changes tobe completed immediately before children arrive. Thecaregiver also confirms that the emergency information inPart 5 is complete and accurate (e.g. the route to the locationof the parent activity is correct). The caregiver also uses theSpace Safety Checklist to identify any additional safetyhazards as well as the steps taken to resolve those issues andmake the space safe for children. (For more details about

TIP

There may be times whencaregivers using the SpaceSafety Checklist indicatethe space does not meetthe requirements and theissue cannot be rectified.Your organization shouldhave a policy in place aswell as procedures forcaregivers to take when aspace is not suitable for useby the children.


What are some ofthe factors to

consider whenselecting the space?

The risk is lowest in space that is permanentlydedicated to the care of young children.

When you are using your own facility, it is best if you canlocate your OCC program in its own space and if that space isonly used for child care. At locations owned by others, yourfirst choice should be space that is permanently dedicated touse by children, preferably children who are approximatelythe ages of the children you expect in your program.

Risks are increased in space that is shared by others.

If OCC shares space with other programs in your own facilityor elsewhere, risks are increased, especially if those programsinclude activities that are likely to involve hazards to children(e.g. lots of small objects such as paper clips or push pins), orheavy furniture and equipment (e.g. unstable book cases orprinters and copiers that could be pushed to fall on a child).

The risk is higher for space that is available fortemporary use, especially when it is not designed for use by children.

If you are not able to find a permanent space in your ownbuilding, it will be necessary to use temporary space notdesigned for use by children. When using space at locationsowned by others, your program will almost always usetemporary space that was not designed for children’sprogramming.

completing a Space Safety Checklist, see Resources). As afollow-up after a session, the results of the Space SafetyChecklist and any other information about the use of thespace should be carefully evaluated. The informationgathered can provide information on the ongoing suitabilityof the space.


The risk is highest for mobile care.

The greatest risks associated with using temporary locationsarise when you are providing mobile care at a wide variety oflocations throughout your community. When OCC spacechanges constantly, caregivers do not have opportunities tobecome thoroughly familiar with it (e.g. they do not knowroutes to parent activities, bathrooms, or emergencyevacuation sites). Furthermore, when the nature of the OCCspace changes often (e.g. one time a gymnasium andanother, a classroom), caregivers are constantly forced tomake different adaptations and do not have opportunities tobuild familiar routines.

Generally speaking, space is most appropriate when itis closest to the parent activity (OCC Requirement 2-2-2).

Many parents and children are likely to feel anxious whenthey are separated from each other. Separation anxiety isespecially high for newcomers who are experiencing life-changing transitions and may wish to remain close to theirparents. Parents may be uncomfortable having strangers ascaregivers and many of the youngest children have rarelybeen separated from family members. Ensuring that OCC isnot far from the parent activity is a comfort in thesesituations and means that parental help is close at handwhen caregivers sense that it is needed. As noted above, youmay have to balance being close to parents with theadvantages of using space where the risk is lower.

When care is provided in the same room, OCC andparent spaces must be separated by clear boundaries(2-2-2b).

Although use of the same room is permitted under the OCCRequirements (2-2-2a-ii), it is generally not recommended as afirst choice. In some cases, however, it may not be possible tofind space in a room that is separate from the parent activity,


or the activity for adults may be located in a gymnasium,cafeteria or library that seems big enough for both childrenand adults. Boundaries must ensure that the children remainin the OCC space, but must not pose a threat to the children(e.g. a tall unanchored bookcase might tip). Boundaries mustnot obstruct the vision of caregivers who must be able tosee all of the children at all times. Children should not haveaccess to space that is not approved for OCC.

The size of the space available for indoor activitiesdetermines its capacity.

Capacity is determined during the space selection processand is a major factor in determining how many children canparticipate in an OCC session in a particular setting (Asdiscussed later, the other important factors are the caregiver-to-staff ratio and group size.) The OCC Requirements say thatSPOs must provide “a minimum of 14 square metres ofuseable indoor activity space for sessions with one to fivechildren, and an additional 2.8 square metres for eachadditional child” (2-2-3a). Useable indoor activity spacemeans space that is available for the care of the children.Space that is taken up by large pieces of furniture, storageboxes or other items not used by the children is notconsidered “activity space.” Similarly, space taken up byunused school desks or long tables in cafeterias or libraries isnot “usable” space.

Space must be available for temporary storage.

In addition to activity space, the OCC Requirements also statethat you must have additional space for temporary storage(2-2-3b). This requirement is particularly relevant for mobileprograms using adapted space. It is especially important atlocations where it is difficult to find space for OCC. Whenspace is limited, it may be tempting to crowd into the OCCspace items not directly related to caregiving, such as coats,car seats or strollers, and empty equipment bins. These items

TIP

If more children arrive thancan receive care in thespace, another space andadditional caregivers will berequired or children will beturned away.

To avoid these difficulties, itis important to plan ahead.If you believe that this is apossibility it is best toapprove more than onespace in the building forOCC.


may be hazardous to children (e.g. a child could pull a coatfrom a table and access adult medication). They should bestored safely where they are accessible to adults but out ofreach of children.

The size of the space and/or the room where OCC is located makes a difference.

For very good reasons, the OCC Requirements are veryspecific about the minimum amount of activity space youwill need for the children (2-2-3a). When children arecrowded into a space that is too small, they may becomeuncomfortable or be injured by bumping into each other orobjects in their way. They are also more likely to be exposedto respiratory illnesses through close contact with others.Although the OCC Requirements do not refer to a maximumamount of space for each child, it is worth remembering thattoo large a space may challenge caregivers. When childrenhave too much space, they are more likely to “run around”and generally become over active. They have difficultyfocusing, and supervision and behaviour managementproblems arise.

The length of time between approval and use for OCCis important.

Keep in mind that if you approve space in winter for summersessions, you may not fully appreciate how hot a room with arow of south-facing windows might become. If you think aroom is appropriate for OCC in summer, by winter your pre-approved space might be converted to storage or equippedfor another purpose.

Tips for choosingyour space

When offering OCC at apermanent location, orusing the same spacerepeatedly, adopt a policyof completing the entirespace selection process atleast annually or moreoften, if possible, includingwhenever any majorchanges occur at the site.

When offering mobile care involving many OCCsessions at severallocations, develop a systemof record keeping andongoing monitoring toensure that approved spaceis always available.

Whenever possible, usefeedback from caregiverswhen choosing the mostappropriate space for asession.


Staffing your OCC program

Research indicates that the caregivers who staff your OCCprogram will be the key to the ongoing quality of the careyou offer. They will determine what happens in your OCCsessions and be your first line of defence against risks tochildren in group care settings.

Qualified caregivers have specialized knowledge as well asexperience caring for children.Their background prepares themto make decisions and provide for the health and safety of thechildren in the OCC space.They work directly with children andensure that they have a positive child care experience.

Caregivers also interact with other members of your OCCteam, including other caregivers, settlement workers,volunteers and, often, staff from partner organizations. Theymust be able to relate to newcomer families from manycultures, and be able to adapt to new people and changingcircumstances.

Where do we findqualified

caregivers?

You can turn to a number of sources for help findingqualified caregivers, including:

● Other child care programs providing the same type ofcare.● LINC Childminding programs● Neighbourhood child care centres.● Organizations offering drop-in care in places such as

health clubs or malls.● Child care resource centres such as Early Years Centres.● Organizations for child care professionals, such as an

association of local child care directors.● A community college that offers a diploma in early

childhood education.● Job search sites on the internet.


Since OCC generally operates for short periods of time, oftenafter regular business hours or on weekends, caregivers withresponsibilities elsewhere may also be able to provide carefor you.

What are the basicjob qualifications?

The OCC Requirements set out the qualifications forcaregivers. Essentially, you are looking for two types ofcaregivers: ECE caregivers with at least a two-year diploma inearly childhood education (ECE) (5-1-1b).; and AssistantCaregivers with at least one year’s experience, or educationequivalent to one year’s experience, working with children ofthe same age and abilities as the children participating inOCC (5-1-1c).

The job qualifications will be based on Part 5 of the OCCRequirements which includes

● qualifications related to ● eligibility to work in Canada,● language skills,● education and experience,● age,● current first aid and CPR certification

● a current health assessment that includes a● record of immunization; and● statement that the caregiver is free from active

tuberculosis

● a clear result from required background checks, including a ● police records check that includes Vulnerable Sector

Screening; and● review of references

The job description should outline the tasks you expect thecaregiver to perform and the characteristics of these tasksthat arise from the nature of your program.


What are thequalifications for

a volunteer?

The decision to use volunteers in an OCC program rests witheach organization, although the OCC Requirements defineand limit the role of volunteers who work directly withchildren:

● Volunteers must be 18 years of age or older (5-1-2)● A volunteer must be given a copy of your behaviour

guidance and abuse reporting policies and sign astatement that these policies have been read andunderstood, before working with the children andannually thereafter (5-4c and 4d)

● A volunteer must provide a current health assessment (5-5)● A volunteer must have a background check (5-6)● A volunteer must receive orientation training (5-7)● A caregiver is a paid person (Glossary)● A child must always be supervised by a caregiver or by

his or her own parent (5-2bi)

In summary, a volunteer who meets the conditions set out inthe OCC Requirements can work directly with the children butcannot fulfill the duties of a caregiver or be left alone with achild.

Note: These requirements do not apply to volunteers whoare not working directly with the children, such as peoplehelping with registration, translators or special guests whoare never alone with children


What documentsdo we need for the

caregivers andvolunteers?

Under the OCC Requirements you must keep specificdocuments on file related to your caregivers and volunteers.

OCC Staff Documents to Have on File

Document Caregiver Volunteer

Proof of eligibility to work in Canada (if applicable) ✔

Proof of educational qualifications – diplomas, certificates ✔

Proof of First Aid certification ✔

Proof of CPR certification ✔

A signed and dated statement that a copy of the behaviourguidance policies and procedures has been received, read andunderstood by an individual before the individual works directlywith a child

✔ ✔

A record that behaviour guidance policies and procedures havebeen reviewed with an individual before the individual workswith a child

✔ ✔

A record that behaviour guidance policies and procedures havebeen reviewed with an individual annually ✔ ✔

A signed and dated statement that a copy of the abusereporting policies and procedures has been received, read andunderstood by an individual before the individual works directlywith a child

✔ ✔

A record that abuse reporting policies and procedures havebeen reviewed with an individual before the individual workswith a child

✔ ✔

A record that abuse reporting policies and procedures havebeen reviewed with an individual annually ✔ ✔

A current health assessment – record of immunization,tuberculosis statement ✔ ✔

Confirmation of clear police records check that includesVulnerable Sector Screening ✔ ✔

References ✔ ✔


To reduce risks to children, caregivers and volunteers needspecific information. You must ensure that before they haveresponsibility for a child, all caregivers and volunteers receivean orientation that includes the characteristics of your ownorganization and OCC program, including your specificpolicies, procedures and practices. Your orientation mustinclude a reminder that parents must be on the site at alltimes while their child is participating in OCC.

Why do caregiversand volunteers need

an orientation?

How manycaregivers do we

need to hire?

The number of caregivers you will need to hire will dependon the

● Number of sessions you expect to offer;● Number of sessions you expect to offer at the same time;● Number of children you expect at each session; and● Ages of the children who participate.

Each SPO’s staffing needs are different and will vary throughany time period according to the frequency of parentsettlement services.

Before hiring and scheduling staff for an OCC session, youwill need to be able to predict how many children are likelyto participate:

● When families pre-register their children for OCC, you willknow with some accuracy how many children to expect.Pre-registration will always strengthen your ability tochoose appropriate space, hire sufficient staff andgenerally manage your OCC program more effectively.

● When pre-registration is not available or when you offerservices on a “walk-in” basis, your estimates are likely tobe less accurate. You will be forced to rely on yourknowledge of attendance history or make assumptionsbased on what you know about the size of typical clientfamilies. Experience in drop-in child care programssuggests that it is better to over-estimate the number ofchildren than have to find additional caregivers at thelast-minute.


It is recommended that you develop procedures forcaregivers to follow when the number of children that arrivefor a session differs from expectations.

What are the ratioand group sizerequirements?

To ensure that all children are supervised effectively andreceive the attention they need, the OCC Requirements setout minimum staffing levels. They tell you the number ofcaregivers required to care for a specific number of children,expressed as a caregiver-to-child ratio, and establish groupsize limits (the maximum number of children that canreceive care together). They also provide criteria forestablishing the capacity of your OCC space (based on aminimum amount of activity space for a specific number ofchildren).

When deciding how many caregivers are needed, considerthe following:

● At least two caregivers must be on duty with each groupof children at all times

● At least one ECE caregiver must be on duty with thechildren at all times

● A caregiver with at least the qualifications of an AssistantCaregiver must be designated person-in-charge of eachgroup.

● The maximum number of children in each group is 20children.

● The following caregiver-to-child ratios must be met:● Preschoolers (19 months of age to 6 years) – 1

caregiver for every 5 children● School-Age (eligible for grades 1-8 in Ontario) – 1

caregiver for every 10 children● Group with at least one preschooler – 1 caregiver for

every 5 children● The size of the space determines the maximum number

of children who can receive care there.


How do we decidehow many care-

givers are neededfor a session?

Deciding how many caregivers are needed for a particularOCC session is relatively simple especially when the numberof children you expect is low:

● When you meet the requirement for a minimum of twocaregivers, you will have sufficient caregivers for a groupof children that includes● 10 preschoolers (ratio: 1 caregiver for every 5

children); or● 20 school-age children (ratio: 1 caregiver for every 10

children); or● 10 children of mixed ages (ratio: 1 caregiver for every

5 children).

● When you have more preschoolers or more children ofmixed ages, you will need to add more caregivers, basedon the caregiver-to-staff ratio, until the number ofchildren in the group reaches 20.

● When you have more than 20 children of any age, youmust create an additional group and provide a minimumof two additional caregivers.

Since the number of children is also limited by the size of thespace, you will need to have a firm policy of pre-registrationor a plan for responding when the number of childrenarriving for OCC exceeds its capacity. If you have morechildren than expected, you may have to turn away familiesthat need your services.

Who is responsiblefor what?

In addition to finding the required number of caregivers andconfirming their availability for a session, scheduling involvesensuring that responsibilities are assigned as set out in theOCC Requirements. Two caregivers must be on duty with eachgroup of children. An ECE caregiver must be on a site and onduty with the children whenever OCC is being provided anda qualified caregiver must be designated person-in-charge ofeach group of children.


Both of these measures are designed to reduce risks to thechildren and support decision-making in emergencysituations. ECE caregivers have the knowledge andexperience to provide advice and take action whenproblems or other unforeseen events arise. For that reason,one person with at least a two-year diploma in earlychildhood education must be available at all times at a sitewhere OCC is being offered. At the same time, one caregivermust be the person-in-charge and have independentresponsibility for each group of children. That person musttake responsibility for the safety of OCC space and whathappens there and, when an emergency occurs take the leadto ensure the safety of the children.

Caregiver duties during an OCC session that are not set outin the OCC Requirements, such as who prepares snack orprovides a specific activity for the children, are to be decidedby caregivers and are likely to be assigned by the caregiverwho is person-in-charge of the session, as discussed inSection C.

How do we decidethe amount of

caregiver hours?

The number of hours that caregivers work is variable anddepends on the needs of caregivers in particular situations,including the need to

● Consult and exchange information with settlementworkers – Caregivers need to know when and where asession will be offered and get any information availableabout the children who will be participating.

● Plan for an OCC session – Caregivers will need time todecide on duties within the session, plan activities, makedecisions about snack service and assemble materials.Planning time will vary depending on the length of thesession.

● Transporting equipment – When offering on-site care inshared space and especially when offering mobile care, acaregiver will need time to pick up and transport equipment.


● Set-up the OCC space – A caregiver in all types of spaceswill need time to complete the Space Safety Checklist, setup the OCC environment and register the children.

● Provide care for the total length of time parents areinvolved in receiving services – A two-hour workshopmay actually involve two and a half hours to three hoursof OCC for parent contact, allowing time for settling in atthe beginning and for discussion or individual parentconsultation at the end.

● Close down after the OCC session – Caregivers in alltypes of spaces will need some time for close-down, butwill require more time when OCC is offered in shared ormobile spaces. Time may also be required to return itemsto storage. In all cases, the caregiver-in-charge will needtime to complete a Session Management Form.

Caregiver hours will also depend on how duties are assigned.Your organization may have someone, whose soleresponsibility is to coordinate the OCC program. Even whensuch a person is in place, the caregivers will need time tocomplete the Space Safety Checklist, prepare the OCCenvironment, and close-down after the children have gone.


Equipping your OCC program

Your equipment needs will vary according to the equipmentalready available in the OCC space to the type of care youare providing. The information you provide on the SpaceSelection Form will help you determine what is available andwhat else will be needed. In general, your needs will be mostextensive when you offer mobile care, in part, because youmay be offering more than one session at any one time andin part, because equipment for mobile sessions may includeeverything necessary for the operation of an OCC session.

In this section of the Manual,“equipment” refers to all of thesupplies and materials you will need for your OCC program,including toys for the children.“Everything necessary”includes administrative materials, safety/sanitation supplies,snack supplies, and toys and supplies for children’s activities.

What equipmentdoes an OCC

program need?

To help you set up your OCC program, the turn-key modelincludes specific equipment recommendations and, tofacilitate the operation of your program, introduces theconcept of mobile “kits.” A mobile kit is a collection ofmaterials, toys and equipment in a container, such as a bin,that can be easily stored and/or transported. A kit can bemoved from site to site or left at particular site on apermanent basis. The following lists provide examples ofsome of the items you are likely to need and will serve asguides if you decide to create mobile kits. Starred items in*bold are mandatory under the OCC Requirements.


AdministrativeSafety/

SanitationSnack Service

Children’sActivity

* OCC SessionPackage – Forms

* First Aid Kit* Water, if not readily

available in theOCC space

* Toys andequipmentappropriate for theparticipatingchildren

Pens Outlet CoversFood/other beverage(optional)

Paper Sliding window locksDisposable serviceitems e.g. paper cups,plastic utensils

Stapler – with Staplesand Remover

Window jammers Napkins

Binder clips Non-latex gloves

Ruler Disinfectant wipes

Hole Punch Baby wipes

Paper towels

Soap

Sanitizer

Cell phone

How muchequipment does anOCC program need?

Your OCC program needs enough equipment to support theeffective operation of OCC sessions. The amount will dependon the type of OCC you offer as well as your

● service expectations, including the number of ● OCC sessions you expect to operate at any one time,● OCC sites where you expect to store equipment, and ● children you expect to serve; and

● access to existing resources in● shared space that is equipped for children; or● on-site where existing equipment is available and

accessible.


Decisions about how much equipment to purchase orprovide for an OCC session will depend on how much youknow about the OCC space. If you are offering OCC in spaceat your own service site, you will be well aware of theresources available to you. At other sites, you will have to relyon observations made during site selection. Again, the moredetails you include on the Space Selection Form, the easier itwill be to make decisions about what you will need.

Before making purchases, it is important to get as muchspecific information as possible about the space you will beusing. If you know you will be sharing space and equipmentwith others, find out if you are able to use the equipmentand furniture. The protocol that guides your use of that spaceshould identify what items you will be using (or not using)and state what will happen if an item is damaged or lost.

What equipmentdo we need for thechildren’s activities?

For most organizations, one of the greatest challenges willbe providing toys and other equipment for the children’sactivities, especially since OCC serves a wide age range ofchildren and may be offered in more than one caregivingspace.

Factors to consider when purchasing equipment for childreninclude

● Safety – look for approval by the Canadian StandardsAssociation (CSA) and other recognized organizationsand be wary of imported items that may not meet safetystandards.

● Durability – choose items manufactured specifically forchild care environments that are built to withstandrepeated use in group care settings.

● Cost – be prepared to purchase high quality items thatwill withstand repeated use.

● Storage – look for items that can be stored easily.


● Portability – find items that can be transported easilyand safely to locations within your own service site ormany other sites in the community.

● Versatility – choose items that are multi-purpose and canbe used for a number of activities over a wide age range.

● Ages of the children to be served – select a variety ofitems that are appropriate for the specific to the ages ofthe children. Items that are inappropriate may be unsafe(small parts can be a choking hazard for very youngchildren) and will not be of interest. )

● Activities to be provided – understand how items areused in OCC settings and make choices that support theactivities in which the children will be involved. Beprepared to acquire additional items, such as craftsupplies, when special activities are planned.

Manufacturers of toys and equipment for children are happyto provide potential buyers with catalogues and otherinformation about their products. Experienced caregivers arealso able to provide recommendations.


Tissue paperWriting materials such as:

pens, pencils, writingpaper and envelopes

MarkersFeathersFoamYarnFabricPopsicle sticksPlay dough assortmentOther materialsTraysCarpet samples (individual-

sized)BowlsMeasuring cups, funnelsBeanbagsScarvesStorage container*Laundry Bag

* When kits are assembled

School-age toy list

Pop-O-Matic TroublePerfectionSorryConnect FourLearn to Read Classroom

PackPower PolygonsLens and mirror kitK’nex Discovery SetLego Creator Bulk SetCreative and sensory materialsScissorsPaint pots and assorted-

sized brushesSponge kitSmocksGlue & paste potCrayonsPencil crayonsPaintAssorted construction paperNewsprint paper

What equipment is recommended

for children?

Preschool toy list

Wood sorting staircaseWood sorting halfmoon3D Feel & Find Tactile Game Big Bead BucketDollsMulticultural puppetsJumbo farm animalsSet: small construction

vehicles

Train setMusical set for 15Assorted puzzlesDuploDuplo peoplePopoidsMarble RunLearning LinksRobert Munsch Collection

(books)

To help ensure that your program is equipped with itemsthat will be appropriate for the children you serve, earlychildhood professionals have made the followingrecommendations:

Suggested equipment lists


How do we storeequipment?

As you set up your program, you will also need to decidehow and where you are going to store your OCC equipment,and how you will make choices for specific OCC sessions. Youmay also need to make one-time purchases of shelving,cupboards or transportable containers. You may find storageat your own service site or negotiate the use of space at apartner’s location.

When will we needmobile kits?

Mobile kits are a distinctive feature of the turn-key model.Although any program can take advantage of theconvenience and efficiency of the kit format, kits weredeveloped primarily to address issues arising from mobiledelivery at locations away from a SPO’s service site.

When you offer mobile services, your primary concern is toensure that caregivers have the equipment they need toprovide care wherever it is needed. Use of mobile kits foreverything that is necessary will allow you to fully equip OCCsessions in accordance with the OCC Requirements, evenwhen they are offered simultaneously at a number of locations.


● There are three types of mobile OCC kits: Administrative,Safety/Sanitation, and Activity.

● Each kit should be labeled with the appropriate titleand a list of its contents.

● Each Administrative kit should include or beaccompanied by an OCC Session Package, specific tothe OCC space where it will be used

● Each Safety/Sanitation kit should include a first-aid kit.

● Each Activity kit should be designed for a specificnumber of children within a specific age-range, andinclude a prescribed number of items.

● Activity kits for specific age ranges should be designedto work independently of each other.

Design of kits

Overview of mobileOCC kits

Choosing kit containers● When choosing a container, consider ease of use,

available storage, and transport needs.

● A container must be durable and able to withstandfrequent moves.

● At permanent locations, storage is likely to be moreimportant than portability.

● Smaller containers may be easier to use and may bemore appropriate for sessions where only a smallnumber of children are expected.

● An empty container might do double duty as a tabletop for children’s activities.


● Activity kits are designed with the assumption that theOCC space will include furniture for the children and noadditional furniture will be required for the OCC session.Additional furniture, such as a folding table, may also beprovided.

Use of kits● Kits can be moved from site to site or left at a

permanent site.

● Every OCC session must be provided with anAdministrative kit, a Safety Kit/Sanitation, and at leastone Activity kit.

● The Safety kit and Administrative kit should be keptwhere they are not accessible to the children andshould be used solely by the caregivers.

● Activity kits include toys and supplies for caregivers touse with the children. Their contents can be used to setup activity areas in the OCC space, such as a book area,cognitive area, craft area, and manipulative area.

Maintenance of kits ● After a kit has been used in a session, its contents

should be reviewed to ensure that:● all toys and materials have been returned;● toys that require cleaning are cleaned in an

appropriate manner;● all toys and materials are in good condition;● the quantity of toys and materials was sufficient for

the numbers of children being served.

● Immediately before being used in another session, eachkit should also be re-checked to ensure that materialshave not been removed or become damaged since theprevious session.


What is needed for the operation

of a session?

Each OCC session should be fully equipped to provide carefor the participating children. Equipping a session involvesthe following steps:

● Assemble forms in an OCC Session Package● Make sure caregivers know of any special instructions or

protocols in place governing the use of any equipment inthe OCC space.

● Check the first-aid kit● Provide drinking water for the children, as needed● Acquire snack supplies, as needed● Review toys and equipment for children’s activities

● Ensure sufficient toys and equipment to meet sessionneeds

● Check toy and equipment safety and cleanliness ● Acquire additional equipment, as necessary

● Arrange for transportation and/or storage, as necessary

What’s in an OCCSession Package?

● A completed SpaceSelection Form – Parts 2and 5

● Space Safety Checklist(s)(1 for each consecutiveday that OCC is providedin the same space inrelation to the same adultservice, such as a 3-dayworkshop)

● Any completed ChildRegistration Formscollected in advance of asession

● Blank Child RegistrationForms for parents whoarrive without one

● Child Attendance Forms(at least 2)

● Session ManagementForm(s) (1 for eachconsecutive day that OCCis provided in the samespace in relation to thesame adult service, suchas a 3-day workshop)


Summary – What are the tasks andwho will be responsible?

Each organization will assign responsibility for its equipmentwithin its own administrative structure. However the tasksare delegated, an organization must provide for thefollowing on an ongoing basis:

● Purchasing – acquiring new items, especially at the start-up of an OCC program

● Safety Checking – inspecting, cleaning and repairing● Storing – finding a place for items when they are not in

use● Equipping a Session – making sure that each OCC

session has access to the appropriate equipment and, ifnecessary, developing mobile kits

● Transporting – ensuring that all equipment is availablewhen it is needed, at all locations where OCC is offered.

Summary of Equipment Issues According to Program Type

On-Site Dedicated Space On-Site Shared Space Mobile Care

This is the least complex This is more complex This is the most complex

Equipment already availableMuch equipment alreadyavailable/accessible

All equipment to be provided

No transportationMay be some transportationwithin site

Transportation withincommunity and OCC site

Storage issues minimal Storage necessaryStorage at OCC sites may beneeded

OCC kits unlikely OCC kits may be helpful OCC kits necessary

One session at a time Usually one session at a timeMay operate more than onesession simultaneously

SECTION C

OPERATING AN OCCSESSION – USING THETURN-KEY MODEL

SECTION C CONTENTSSECTION C OPERATING AN OCC SESSION – USING THE TURN-KEY MODEL......C – 5

What should an OCC session look like? ......................................................................................C – 5

Before a session – In advance ..............................................................................C – 6

When planning a session what should be considered? ........................................................C – 6

What are the main planning areas for a session? ....................................................................C – 8

The environment ........................................................................................................................C – 8

The schedule..................................................................................................................................C – 8

Questions to Ask About Your Environment ..............................................................................C – 9

The equipment ..........................................................................................................................C – 10

The snacks ....................................................................................................................................C – 10

Before a session – Immediately before children arrive ....................................C – 11

What tasks should be completed? ............................................................................................C – 11

During a session ..................................................................................................C – 12

Registration and attendance ........................................................................................................C – 12

What is the registration process? ................................................................................................C – 12

What are the procedures when families arrive? ....................................................................C – 13

When working with children and parents what should be considered? ......................C – 14

First interactions with families ..............................................................................................C – 14

Newcomer families ..................................................................................................................C – 15

Working with newcomer families ..............................................................................................C – 15

How you can help......................................................................................................................C – 15

Easing a child and parent’s entry ........................................................................................C – 16

What is appropriate care? ..............................................................................................................C – 16

Program strategies ..........................................................................................................................C – 19

For young preschoolers (19 months – 2.5 years) ..........................................................C – 19

For older preschoolers (2.5 – 6 years) ................................................................................C – 19

For school-age (6 – 12 years) ................................................................................................C – 19

What are some strategies for relating to children? ..............................................................C – 19

What activities can we provide? ................................................................................................C – 20

Sample activities..............................................................................................................................C – 20

Young preschoolers enjoy: ....................................................................................................C – 20

Older preschoolers enjoy ... ..................................................................................................C – 20

School-agers enjoy ... ..............................................................................................................C – 21

What are take-home activities? ..................................................................................................C – 21

What do we need to know about serving snacks? ..............................................................C – 22

Checking for allergies ..............................................................................................................C – 22

Food preparation and service................................................................................................C – 22

Six rules for working with mixed-age groups ........................................................................C – 23

How do we care for children of mixed ages? ..........................................................................C – 23

What do we need to consider when working with a changing group of children? ..C – 26

Why is behaviour guidance important? ....................................................................................C – 27

Rationale ......................................................................................................................................C – 27

After a session ....................................................................................................C – 30

How do we end an OCC session? ................................................................................................C – 30

After a Session – After the children leave ..........................................................C – 31

What are the steps to closing down an OCC session? ........................................................C – 31

What is the Session Management Form?..................................................................................C – 31

What are the areas to follow-up after an OCC session? ......................................................C – 32

Recommendations for the future ..............................................................................................C – 33

C – 5OCC Operations Manual October 2007

SECTION C OPERATING AN OCCSESSION – USING THETURN-KEY MODEL

Use of the turn-key model means that you have establishedan OCC program that consistently provides for the efficientoperation of OCC sessions. Each time caregivers arrive toprovide care for the children, they will find policies andprocedures in place, required staff and the equipment andmaterials they need.

What should an OCC session

look like?

Quality OCC sessions have space that is safe, qualifiedcaregivers, the required caregiver-to-staff ratio, and anadequate supply of appropriate toys and equipment, aswell as

● an age-appropriate plan of activities designed forchildren of varying ages.

● a warm, supportive environment that meets needs ofparents and children.

● activities designed to meet both individual and groupneeds.

● a culturally and linguistically relevant focus.

Every OCC session is different. Whenever OCC is offered,caregivers develop a session plan based on what they knowabout the OCC space to be used for the session and thechildren who are likely to participate. Uncertainty about boththe space and the children are major challenges for OCCcaregivers. Other variables, such as the length of the sessionand the available equipment, mean that caregivers must beflexible and able to plan for a wide variety of situations. Theymust also recognize that the greater the uncertainty and themore variables involved in the provision of care, the higherthe risks to the children and the more vigilant they must bein managing those risks.

C – 6 SECTION C OPERATING AN OCC SESSION

Since the turn-key model is designed to manage risks and itseffectiveness increases with repeated use, it is ideally suitedto OCC. In spite of the variables, the operation of each OCCsession involves repetition of the same steps within threespecific operational phases which give rise to the basicstructure of this section of the Manual:

● Before a session● During a session● After a session

Background information on completing the mandatoryforms appear in the Resources section of this Manual:

● OCC Space Selection Form● OCC Space Safety Checklist● OCC Child Registration Form● OCC Child Attendance Form● OCC Session Management Form

Before a session – In advance

When planning a session what

should beconsidered?

The first responsibility of caregivers is to provide safe,appropriate care for the children. When planning for asession they need advance access to as much information aspossible. As they plan, they will consider the followingfactors:

● Length of the session: The length of the session will haveimplications for elements such as the materials andequipment required or routines for the children such asrest periods, toileting and/or snack times.

● Ages and number of the children participating: Ifregistration is conducted prior to the session, caregiverswill be able to gather ages of the participating childrenand have an indication of their developmental levels. This


information will help them provide for activities for thechildren, meet staffing requirements and obtain enoughequipment and supplies.

● Space and surroundings: It is important to be familiarwith the space and surroundings of the OCC program.Ideally, it is best if caregivers can visit the space prior tothe beginning of the OCC program. This will help themfind the location of the program space, the washroomsand the kitchen. It will allow them to develop a moreappropriate plan for the session. Caregivers will also havethe opportunity to understand emergency plans, checkthe exit routes and identify any other safety concerns orissues prior to the OCC session. If a caregiver is unable tovisit the OCC space in advance, it would be helpful toprovide a floor plan with all emergency routes and exitsclearly identified.

● Materials and equipment needed to provide child care:Based on best estimates or the number of children pre-registered, caregivers can identify the quantity ofmaterials and supplies that are needed. This is especiallyimportant for OCC programs that run all day where alarger quantity of supplies may be needed.

● Cultural relevance: Since all of the children participatingin OCC are newcomers to Canada, sessions shouldinclude materials and toys that demonstrate anunderstanding of diverse populations, such as ● A variety of play materials representing different

cultures (multicultural dolls, puppets, puzzles, music,musical instruments and creative materials).

● Signage (welcome signs in different languages, orlabels on shelves with pictures or words in the child’shome language, where possible).

● Visual prompts throughout the session (words andpictures during story time).

● Cultural foods familiar to participating families, wherepossible.


● Staff roles and duties: To prevent confusion among staffas well as the children and their parents, and to ensurethe smooth operation of the OCC program, it isimperative for caregivers to be clear about their roles andduties before families arrive.

What are the mainplanning areas for a session?

The environment

Since age-appropriate care should take place in a warm andsupportive environment, caregivers will benefit frominformation about the OCC space. When OCC is beingprovided on a mobile basis, caregivers may have noopportunity to visit first and assess the space they will beusing. When care is being provided at their organization’sown service site or in familiar space elsewhere, caregivershave a major planning advantage. When a Space SelectionForm is completed appropriately and shared with caregiversit will assist them in providing a quality environment thatsupports the care of children.

The schedule

Scheduling decisions are important and depend oncaregiver responsibilities and what is happening in thesession. For example, it is not wise to plan a creativeexperience that requires high supervision when onecaregiver is likely to be busy greeting parents and children,leaving the other alone to supervise the children. It is helpfulto plan activities at the beginning of the program that caterto the social/emotional needs of the child and of the parentas they go through a period of separation. Further, childrenare more likely to be engaged and able to concentrate oncomplex activities early in a session, especially a session thatextends into the late evening.


1 What range of activities do children need to experiencein this space/time, and what is the range of choices andpossibilities available?

2 To reduce children’s stress, how can caregivers offer thefewest transitions and the most uninterrupted time?

3 Different areas of a space have different powers ofstimulation. How do children use each area? Where dothey go? What areas do not entice them?

4 Where and when do negative behaviours occur, andhow does the environment contribute to theseresponses in the children? How can caregivers changethe environment to promote positive interaction?

5 What would make each area more inviting?

6 What energy do you feel in the environment? Whatcontributes to that energy?

7 What do you see if you change your perspective,viewing the room from floor level, child height, from aladder? What’s apparent that you don’t see from adultheight?

8 What connections to the environment do the childrenmake? How can they be enriched, along with enrichingand attachment to place?

* Adapted from Wien, C., Keating, B., and Bigelow, B. (2005).“Designing the Environment to Build Connection to Place”,Young Children, 24.

Questions to AskAbout Your

Environment*


The equipment

As you have seen in Section B, an organization must provideits OCC program with an adequate supply of equipment, , sothat caregivers will have what they need to support theirplanning. The activities they plan, along with the ages andabilities of the children they expect, will influence theirequipment choices for particular sessions. The need to matchactivities and equipment is particularly important in mobilecare where caregivers must develop very specific activityplans in advance and make sure everything necessary istransported to the OCC space. Toys and equipment selectedfor an OCC session must always be inspected to ensure thatthey are clean and in good repair, and when organizationsuse mobile kits, they must be checked to ensure that theyare complete.

The snacksPlanning for snacks varies from organization to organization,some may choose to

● Not offer snacks.

● Provide the same snack for parents and children.

● Provide snacks for the children in the OCC space.Caregivers and other staff may consult on purchasingarrangements, but caregivers should always have inputinto the type of food and beverages provided for thechildren. Caregivers will need to know in advance whatthey will serve and how they will incorporate the snackinto their schedule. They may also have responsibility forensuring that all snack supplies, including food andbeverages, are transported to the OCC space.

Variations in food service and selection also depend on theOCC situation. In some cases, the OCC space will includeaccess to running water and refrigeration. In other cases,caregivers must provide pre-packaged, healthy snacks,


without access to facilities for food preparation. Caregiversmust also ensure that children have access to drinking waterat all times.

Before a session – Immediatelybefore children arrive

What tasks shouldbe completed?

Caregivers should arrive well in advance of the children toensure that all preparations are complete before familiesarrive. The first task should be to look carefully around thespace and complete the OCC Space Safety Checklist.

Ensuring the space is safe is more complex when mobilecare is offered in unfamiliar locations. It is simplest when careis always provided at one permanent site. Even then,however, it is important to complete the checklist to ensurethat no hazards have been introduced to the space since itwas last used.

You will find background information on completing theOCC Space Safety Checklist in the Resources section.

When caregivers are certain that the space is safe the spacecan be set up for OCC with areas for:

● A balance of quiet and active experiences.● Individual experiences.● Small group activities and large group activities, if space

permits.● Table top and floor experiences.● Messy or creative experiences.● Sensory experiences, such as using sand or play dough.

Space can be defined using materials and furniture, such as

● Individual mats, carpets and trays set up for specificactivities.


During a session

● Blankets for dramatic play, such as building forts.● Cushions to provide soft areas for looking at books.● Furniture such as tables and chairs to section off areas or

provide privacy.

When the space is set up for the children in a mobile setting,it is important to ensure that the storage containers aresafely stowed out of reach of the children or are appropriatelyadapted to support session activities.

The OCC space should be ready by the time parents arrivewith their children. If everyone is coming for the sameservice, such as a workshop, arrival is likely to be the busiesttime in the session. It may also be the most critical because itis the moment when caregivers meet parents and getinformation about their children.

Two mandatory forms are associated with arrival time: theOCC Child Registration Form and OCC Child AttendanceForm. The Attendance Form cannot be completed for aspecific child until the child’s parent has provided a signedRegistration Form.

You will find background information on completing theOCC Child Registration Form and OCC Child AttendanceForm in the Resources section.

Registration andattendance

What is theregistration

process?

The registration process can begin long before an OCCsession occurs. If possible, registration forms should bedistributed early, along with an announcement of the parentservice and the availability of OCC. Staff, including settlementworkers, can assist parents as necessary. Pre-registration hasobvious advantages as a support to planning for bothadministrators and caregivers. It also avoids confusion at


arrival time, if as many parents as possible have completedtheir forms in advance. Since some may not bring their formsand others may not have received one, caregivers at eachsession should have a supply of blank OCC Child RegistrationForms for parents who have not yet completed one for theirchild. To ensure that parents clearly understand itsimportance, the forms may be available in a number oflanguages.

A separate Registration Form must be used for each OCCsession. When OCC is provided for one adult service overconsecutive days, only one OCC Child Registration Form isrequired for each child. (See definition of a session.)

What are theprocedures when

families arrive?

How caregivers greet families on arrival sets the tone of thesession and establishes the parent’s level of comfort andacceptance of OCC. Caregivers with responsibility forregistration should greet the family and welcome themwarmly to OCC. They should make sure that the OCC ChildRegistration Form is complete and the child is signed inappropriately on the OCC Child Attendance Form. Theyshould do their best to see that parents understand bothforms and, in particular, know that they must remain on sitewhile their child is participating in OCC and sign their childout when their child leaves the OCC space.

Caregivers must also explain their organization’s OCCparent/child identification system. For example, they may askeach parent and child to wear an identification badge withan identifier in a clear plastic pocket that hangs around theneck by a breakaway strap that eliminates the risk ofstrangulation. Or, another system such as identificationbracelets or “Hello” labels could be used. In all cases, theitems will be numbered and each parent/child pair will begiven the same number, which will be recorded on the OCCChild Attendance Form. This numbering system makes itpossible for caregivers to associate parents and children witheach other


Volunteers may be helpful at this point, especially translatorswho can assist parents with limited English language skills.Other staff may also be involved. If possible, the staffmember with responsibility for the parent activity shouldalso be present. That worker may have knowledge aboutclient families that can be useful for caregivers.

It is best if at least one of the caregivers who greets theparents and children is the person-in-charge. Informationgained during this initial contact can help the person-in-charge ensure that planned activities are appropriate for thechildren and make an informed decision if an emergency orunforeseen event arises.

While one caregiver is focused on the registration process,the second caregiver (and others if available) will bedesignated to

● Greet the children.● Observe the children for any sign of illness or injury.● Integrate them into the program and deal with any

separation anxiety.

TIP

To help parents know whois caring for their child staffshould wear name tagswhile working in an OCCprogram.

First interactions with familiesThese first interactions with families are especially importantbecause they build initial trust and make families feelcomfortable and secure in leaving their child in the OCCspace. They allow parents to benefit from services in arelaxed way knowing they can trust their child to the OCCcaregivers.

Positive body and verbal language communicate comfortand confidence to children and parents, during theregistration process and as they are welcomed to thesession. During interactions with parents, caregivers can givethem information about the activities planned for their childduring the OCC session. If appropriate, they can encourageparents to spend a few minutes engaged in an activity withtheir child and then encourage parents to say goodbye to

When working withchildren and parents

what should beconsidered?


their child. Parents should understand why it is important tosay goodbye rather than slip away quietly. They should alsoknow that they can return to check on their child at anytime. Once parents have left, caregivers can use visualprompts and other non-verbal strategies to help childrenadapt to the OCC environment.

Newcomer families

Newcomer families have left their families and friends. Theymiss the foods, the smells, the sights and sounds they wereused to. Many have changed countries and continents, orhave lived in refugee camps, or have lost family through war.Such turmoil is hard for an adult to adapt to, and refugeechildren might have parents who themselves find it hard tocope. The OCC program is another new place where thereare many faces, none of them familiar and adults speak in alanguage the children may not understand.

Working withnewcomer families *

How you can help● Let the children and parents express themselves and

triumph over their fears. Just make sure they’re safe andnot endangering others.

● Accept that children and parents vary in how well theytolerate separation and how quickly or easily they adaptto new situations. In general, the younger child, themore intense the fear for both the child and parent. Atwo-year-old won’t necessarily accept your reassurancethat the parent will return. A three or four-year-old willbe more likely to believe you. Remember, too, that thechild who seems fine might still be worried.

● Speak clearly and in simple sentences. Make your voicecalm and gentle. Be non-intrusive.


● Make sure there is always someone around to comfortand reassure the child as much as the child needs.

● Let the child bring something from home to ease thetransition. Having something familiar can providesecurity.

● Accept that some children will regress. For example,children who were toilet-trained may begin to wet theirpants.

Easing a child and parent’s entry● Do all you can to make the parent feel welcome and at

ease.

● Listen to the parent’s advice.

● Earn the parent’s trust. Once the parent sees you as afriend and ally, the child is likely to see you that way too.

● Make sure the parent tells the child when he or she isleaving and coming back. The parent should then go toon to receive settlement services.

● If the child remains upset, ask the parent to return early.

*Adapted from OCC Resource Binder, B25 [from theChildminder’s Resource Guide]

What isappropriate care?

To be appropriate, care must be suited to the ages of thechildren, meet their individual needs and respect the culturaltraditions of their families:

● Activities should be planned for the ages of the children– universally, development occurs in predictabledevelopmental sequences and child behaviour is age-specific; and


● Activities should reflect cultural and linguistic traditionsof the family.

To ensure that OCC is appropriate for the participatingchildren and families, caregivers need an understanding ofchild development. As they consider the individual needs ofthe children, they recognize that some follow differentdevelopmental sequences than others in their age range.Caregivers are also sensitive to the unique experiences ofeach child. Some cultures value and encourage one type ofdevelopment over others – while one gives highest priorityto social skills, another might focus on cognitivedevelopment. Some children are coping with the effects ofchange, including the transition to a new country, which mayinclude trauma or stress from recent experiences. All of thesefactors may impact a child’s development and requirecaregivers to make a variety of adaptations to materials andprogram activities.


Child Development from Feldman, R. 1999. Child Development: A Topical Approach

Physical Social /Emotional

Language /Communication Cognitive

Young Pre-schooler:19monthsto 2.5 years

Rapid height andweight gains.Neurons grow and forminterconnections in thebrain.

Facial expressionsappear to reflectemotions; facialexpressions of others areunderstood.Begins to feel empathyA style of attachment toothers emerges.

Language developsrapidly throughbabbling, holophrasesand telegraphic speech.

Use of representationand symbols begins.Information-processingspeed increases.

Older Pre-schooler:2.5 to6 years

Height and weightcontinue to increaserapidly.The body becomes lessrounded, moremuscular.The brain grows larger,neural interconnectionscontinue to develop,andlateralization emerges.Gross and fine motorskills advance quickly.Can throw and catchballs, run, use forks andspoons, and tieshoelaces.Begin to develophandedness.

Develops self-concepts,which typically over-estimate their skills.A sense of gender andracial identity emerges.Begins to see peers asindividuals and formfriendships based ontrust and sharedinterests.Morality is rule-basedand focused on rewardsand punishments.Play becomes moreconstructive andcooperative, and socialskills become important.

Language (sentencelength, vocabulary,syntax, and grammar)improves rapidly.

Begins to showegocentric thinking(viewing world fromtheir own perspective)and “centration” a focuson only one aspect of astimulus.Memory, attention span,and symbolic thinkingimprove, and intuitivethought begins.

School-Ager:6 to 12 years

Growth becomes slowand steady. Musclesdevelop,“baby fat” islost.Gross motor skills(biking, swimming,skating, ball handling)and fine motor skills(writing, typing,fastening buttonscontinue to improve).

Refers to psychologicaltraits to definethemselves, example:Who am I? What can Ido? Sense of self be-comes differentiated.Social comparison usedto understand one’sstanding and identity.Self-esteem growsdifferentiated, and asense of self-efficacy (anappraisal of what onecan and cannot do)develops.Approaches moral prob-lems intent on main-taining social respectand accepting whatsociety defines as right.Friendship patterns ofboys and girls differ.Boys mostly interactwith boys in groups,and girls tend tointeract singly or inpairs with other girls.

Language pragmatics(social conventions) andmetalinguisticawareness (self-monitoring) improve.

Begins to apply logicaloperations to problems.Understanding ofconservation (thatchanges in shape donot necessarily affectquantity) and trans-formation (that objectscan go through manystates withoutchanging) emerge.Takes multipleperspectives intoaccount.Memory encoding,storage, and retrievalimprove, and controlstrategies (meta-memory) develop.


What are somestrategies for

relating to children?

Given their understanding of child development, caregivershave strategies for relating to children of all ages. Youngpreschoolers require short, simple activities. As they getolder, children are increasingly able to benefit from longerand more complex challenges. By school-age, theyappreciate self-directed activities and, in mixed groups, areable to act as mentors to younger children.

Program strategies For young preschoolers (19 months – 2.5 years) ● Provide materials and toys that they can touch, smell,

taste, listen to and look at.● Make surroundings safe● Make the play more important than the outcome ● Keep activities short and simple● Provide activities that encourage and stimulate speech.● Provide enough materials to avoid long waits as

younger preschoolers have limited patience and limitedunderstanding of sharing.

For older preschoolers (2.5 – 6 years)● Plan games and activities that promote cooperation

instead of competition. Set the rules in advance.● Provide lots of hands-on activities to fit their growing

concentration and encourage their curiosity.● Provide lots of self-directed activities to help them

become more independent.● Set up time when they can play in a group.

For school-age (6 – 12 years)● Provide high-energy activities that give opportunities

for releasing energy such as running and jumping,games and sports.

● Provide a balance of quiet activities such as creativeexperiences, i.e. writing, drawing, etc.

● Provide lots of self-directed activities● Provide opportunities for them to engage in interaction

with younger children and act as mentors● Provide a balance of simple and complex activities that

support the learning needs of the younger and olderschool-ager.


What activities canwe provide?

Caregivers can choose from a range of activities. They shouldbe designed to be age-appropriate and provide for thechildren opportunities for exploration and self expression.Many activities can be modified or expanded to meet theneeds of the varying age groups. The ways you expand themwill depend on available time and materials and otherfactors specific to your program.

Sample activities Young preschoolers enjoy:

● Finger plays and songs (Please see Appendix B)● Construction trucks and materials● Blocks● Farm animals

The addition of sensory materials such as sand, cornstarch,water and shredded paper can be added to extend theexperience:

● Place small constructions vehicles in cornstarch (addwater, optional)

● Place small farm animals in sand (add water, optional)● Place assorted containers, shovels, scoops, spoons,

funnels, etc in sand or water

Older preschoolers enjoy:

● Duplo and duplo people● Vehicles such as trains, trucks and cars● Blocks and construction materials● Music● Outdoor play that includes games and sports

The addition of other materials will extend the experiencefor older preschoolers:

● Add feathers and yarn to duplo and other buildingmaterials


● Provide paper and pencils for children to make designplans for a construction site

● Provide a musical set, have a parade and/or incorporateinto music circle

● Make beanbags for music and motor activities● Make collages using recycled materials● Use magnets for science as well as a painting activity

School-agers enjoy:

● Board games such as Sorry and Connect Four.● Lego and construction sets● Arts and crafts ● Puzzles, word games

The addition of other materials will extend the experiencefor school-agers:

● Provide materials to make collages● Provide writing materials such as pens, pencils,

magazines, paper, envelopes● Provide a variety of puzzles sizes, such as 100 or 500

pieces.

What are take-home activities?

When planning for OCC, caregivers are encouraged toinclude at least one “take home” activity in their sessions. Atake home activity is a craft that children can take home atthe end of the session. They may hang it on the wall or postit on the refrigerator where it reminds them of the goodtime they had at OCC. Parents may learn how to helpchildren make similar items at home and will be encouragedto use more settlement services and bring their children toOCC again. Examples, of appropriate take-home activitiesinclude:


● Creative art works● Greeting cards● Collages● Musical instruments● Popsicle stick or foam constructions● Personal story books● Sock puppets● Jewelry● Clay objects

What do we needto know about

serving snacks?

Checking for allergies

Before preparing food or allowing food from home in theOCC space, check the Child Registration Forms to see if anychild participating in the session has a food allergy orrestriction. Know the procedures to follow if a child has anallergic reaction. Check Part 5 of the Space Selection Formfor emergency response numbers. The situation may requirecalling 911.

Food preparation and service

When providing a snack, make sure that it is prepared andserved in accordance with health and safety regulations asset out in your procedures. Caregivers should have access tosupplies for hand washing and disinfecting surfaces used forfood preparation and service. Special measures may benecessary if running water is not readily available.


How do we care for children of

mixed ages?

Typically, early childhood educators do not stand before agroup of children and give “step-by-step instructions” butinstead,“provide an environment that has interesting thingsto do and help children learn by talking with them, askingquestions, and helping them solve problems” (Oesterreich,nd). Experienced caregivers are flexible and skilled atmeeting the needs and capturing the interest of children ofa range of ages. Their skills are valued in OCC since manysessions are likely to include children of mixed ages – somecombination of preschool and school-age children.

Six rules forworking with

mixed-age groups *

Rule 1: Arrange your play areas to provide a wide range of choices.Young children need a variety of things to do. They learnfrom each activity. One child may like to curl up in a cornerand look at a book, two other children may be playinghouse, and a young preschooler may roll a ball around theroom.

Rule 2: Provide some play areas that are usedspecifically for an age group.For instance, you may want to have an area that is usedonly by school-agers for craft projects, to do homework, orplay board games. A special corner for young preschoolerswith a washtub filled with colorful scarves and low ridingtoys is appropriate. Safety gates, low shelves, or even theback of a sofa serve as good barriers without obstructingyour view of the children.

Rule 3: Provide materials that can be used in different ways.Blocks, play dough, or scarves are “open ended” playmaterials because there is no right or wrong way to playwith them. Children of different ages use them in differentways to explore, build, create, and learn.


A young preschooler may pound, squish, and squeeze playdough, while older children may crumble it into a bowl for a“pretend” soup or coil long “snakes” of dough into avolcano. Young preschoolers often enjoy filling anddumping blocks into containers. Older preschoolers maygather a bunch of blocks together to build a fence to housebarnyard animals, and a school-ager may use the blocks asramps for race cars.

Colourful scarves can be used for all ages: as a prop for playpeek-a-boo by young preschoolers, as tablecloths or dollblankets by an older preschooler; or as hats by school-agers.

Rule 4: Become comfortable with the fact that youngchildren do not always have to “do” an activity.

Many caregivers worry about what to do with youngchildren when they are helping older children with aspecial project. Younger children learn by observing,touching, smelling, hearing, and tasting. Caregivers haveseveral options:

● They can place a low barrier around the activity so thatthe younger children can watch and learn but notdisrupt the activity.

● They can find a way for the younger children to join theactivity.

● They can let young observers touch, hear, or taste theend result after the older children are finished.

Perhaps the older children in your care wish to makemusical instruments. You could move a low toy shelf or turna sofa sideways to protect the project. Help children lay outan assortment of paper plates, cardboard tubes, tin cans,masking tape, and markers. As they tackle their project, playa record or tape, and encourage the younger ones to dance.


Allow the younger ones to see what is happening and talkto them.“See, Latha is making a tambourine! Sara made arattle from a tin can. That’s a great idea! Can you make asound like that rattle?”

When older children are through, you may encourage themto show their instruments to the younger children and mayeven let them try to make music with them. A spontaneousmarch around the space may be a welcome finish.

Rule 5: Avoid activities involving a large number of children.Activities with large numbers of children are rarelynecessary for young children. Younger preschoolers can bedisruptive to group time because they are easily distractedand can’t sit still for very long. When play areas are set upeffectively, children who are not reading or singing with theothers can be enjoying another activity on their own.

Rule 6: Focus on experience-related activities ratherthan product-related activities.Avoid craft activities that children complete by following aset of steps, however simple they may be. Young childrencannot cut straight or glue a picture on the right spot.Eventually, the caregiver finishes the project for everyone,and the children experience a feeling of failure as theycould not complete the project.

Focus instead on doing something that is more individualisticas children can interpret it according to their skills andinterests. For instance, try providing a paper bag to decoratewith an assortment of crayons, stickers, markers, fabricscraps, and magazine pictures instead of making a puppet.

*Adapted from “Eight Rules for Working with Multi-AgeGroups” by: Oesterreich, L., M.S. Family Life ExtensionSpecialist Human Development and Family Studies, IowaState University, found in OCC Resource Binder.


What do we needto consider when

working with achanging group

of children?

Since developmentally appropriate care is responsive to theages and needs of individual children, caregivers arecontinually challenged to adapt their plans so that theyprovide the best possible care for the children whoparticipate. Their challenge is greatest in drop-in care whenthey have the least amount of advance information aboutthe children and the children are continually changing.

Drop-in care challenges caregivers in different ways. Somesessions may be mixed and include children who are presentthroughout and others who come for short periods of time.Other sessions may be offered exclusively for children whocome for brief periods and then leave. Managing suchchanging numbers has implications for:

● Staffing roles and duties● Caregiver-to-child and group size requirements must

be met at all times.● A caregiver must be responsible for monitoring

arrivals and departures using the OCC ChildAttendance Form at all times.

● A caregiver must be available at the end of thesession to respond to parent questions and concernsand sign the child out.

● Planning activities for the children● Fluctuations in numbers of children may affect the

supplies and materials needed to adequately care forthe children.

● The constant arrival and departure of children maydisrupt the activity plan. Caregivers must be preparedto experience on-going interruptions.

● Meeting the individual needs of the children ● Caregivers must be prepared to ensure activities and

materials are developmentally appropriate for theparticipating children

● Caregivers must constantly rotate toys and materialsto ensure that they are age- appropriate as childrentransition in and out of the program.

● Caregivers may have to respond to new separationissues throughout the session.


Why is behaviourguidance

important?

Caregivers serve as positive role models to the children,parents and their co-workers when they encourage childrento treat others with respect, encourage cooperation andturn-taking during activities with other children.

To provide children with a positive OCC experience,behaviour guidance policies and procedures should be ageand incident appropriate, and leave the child’s self esteemand self concept intact.

Rationale

Children have the right to quality care that is safe andhealthy and provides learning opportunities that promotetheir growth and development.

The role of the caregiver is to support a child’s sense of self-worth and self-esteem while providing opportunities for thechild to learn appropriate ways to interact with others.

To ensure a child’s safety and well-being, and to foster socialand emotional development, it is necessary at times toimpose limits or set standards of acceptable behaviour.Adults should be guided by knowledge and understandingof a child’s growth and development, as well as anunderstanding of the individual child. As in all areas of childdevelopment, the development of self-control and socialskills follows a sequence from birth to adulthood.

Actions that are humiliating or frightening to a child arestrictly prohibited. Examples of prohibited actions include:

● Spanking, hitting, pinching shaking or inflicting any otherform of corporal punishment

● Verbally abusing a child or making threats or derogatoryremarks about a child or a child’s family


● Binding or tying to restrict movement, or enclosing in aconfined space such as a closet, locked room, box orsimilar cubicle

● Withholding or forcing meals, snacks, or naps

● Punishing a child for lapses in toilet training.

“Time out” is not a recommended strategy for children lessthan 3 years of age.

Strategies for behaviour guidance

Session Component Strategy

Staff● Establish a positive relationship with the children and the parents.

● Have reasonable expectations and communicate them to the children.

Environment

● Ensure health and safety standards. are met.

● Use space appropriately.

● Promote pro-social behaviour.

Activities

● Plan daily with limited transition times.

● Include a variety of activities that consider the developmental andindividual needs of the children.

● Provide opportunities for pro-social behaviour.

Parent Involvement● Share information with parents and staff.

● Share resources.

Evaluation

● Review guidelines and regulations regularly.

● Provide for on-going discussions of specific situations.

● Reflect on staff behaviours.


Do’s and Don’ts for Behaviour Guidance

DO DON’T

Start with prevention: reasonable adultexpectations, consistent routines, and adevelopmentally appropriate environment andprogram prevent behaviour problems.

Don’t blame the child for behavior that resultsfrom inappropriate expectations, daily routine,environment or program.

Anticipate problems and intervene positivelybefore they happen.

Don’t wait for the problems to occur.

Use positive language. Redirect behaviour byfocusing on what the child may, can or should do(i.e.“Shovels are for digging.”)

Don’t limit directions to what the child cannot ormust not do or give over generalized directions(i.e.“share”).

Encourage and praise desired behaviour.Don’t reinforce unacceptable behaviour throughdirect or indirect attention.

Allow the child choices when possible; stateclearly that a choice is not possible. (i.e.“It’s timeto go outside.”“You can’t go out today.)

Don’t give a choice when no choice is available.

Warn the child of changes in routine or activities(i.e. snack time) and explain behaviourexpectations.

Don’t confuse or upset the child by abruptlychanging routines or activities and notexplaining why or what will happen next.

Use misbehaviour as an opportunity to teachproblem-solving skills and help the child identifyproblems and feelings, think of alternativebehaviour, understand consequences and makedecisions.

Don’t view misbehaviour as an interruption or asdevelopmentally inappropriate (all normallydeveloping children test limits)

Set reasonable limits clearly and consistently.Don’t set unreasonable, excessive limits orenforce limits inconsistently.

Act with caution, care and respect whenenforcing limits. Remove the child from asituation or activity, or withhold an object oractivity only as a last resort. Make sure the childhas been warned and offer alternatives. Allowthe child to return to the restricted activity whenthe child feels he/she can behave in anacceptable manner.

Don’t use prohibited humiliating or frighteningactivities, involving ● Corporal punishment.● Harsh or degrading measures that humiliate a

child or undermine a child’s self-respect.● Deprivation of basic needs (food, shelter,

clothing, or bedding)● Isolation in a locked or lockable room,

including confinement in a locked OCC space.

Report difficult situations involving behaviourguidance on the OCC Session Management Formwhere they can be assessed by others in yourorganization.

Don’t work in isolation.


After a session

How do we end anOCC session?

Approximately 10-15 minutes in advance, caregivers shouldlet the children know that the session will be ending. Singingsongs, getting children involved with clean-up, and givingthem their take home activity will ease their transition.

A nice way to end a family’s experience on a positive note isto provide materials that both the parent and the child can“take home”. For children, “take home” activities, such as craftitems they have made themselves, can ease the transitionfrom OCC since, in many instances, children find it difficult toleave or want to take a toy home with them.

Parents also feel supported when they can “take home”materials as well. These take away materials can include:

● Parenting information ● Brochures about SPO services ● Information on other community services● Activity information such as finger plays, songs● A play dough recipe and other things that they can

prepare at home.

When parents are finished, they are likely to come quickly fortheir children. When OCC is provided for one specific event,such as a workshop, the sign-out process is likely to be asrushed and confusing as sign-in. At that time, it is importantfor one caregiver to be stationed by the OCC ChildAttendance Form to ensure that identification badges arereturned and each child is signed out correctly. At that time,parents may also wish to talk to caregivers about their child’sOCC experience.

Saying goodbye is just as important as the greeting. It leavesa lasting impression.

What happens ifa child is not

picked up?

Situations can arise inwhich a child is not pickedup from the OCC Session.SPO’s should haveprocedures in place toaddress this type of issue.


After a Session – After the childrenleave

What are the stepsto closing down an

OCC session?

After the children leave, caregivers close the session. Thisprocess will take varying amounts of time, depending on thetype of OCC being offered. When care is provided on amobile basis, close down may involve the most work. In suchcircumstances, in particular, staying organized will speed upthe close down process.

In preparation for closing down, caregivers should

● Have a container available for all toys that requirecleaning/sanitizing before the next session.

● Return toys and materials to their appropriatecontainers/storage unit.

● Identify any items that need repair or replacement.

● Clean/sanitize all furniture and toys that require cleaning,such as chairs and tables.

● Return all equipment to its original condition andlocation (including equipment provided by the SPO).

● Identify materials that need to be replenished (such aspaper towels, soap, disinfectant and creative art supplies).

● Complete the OCC Session Management Form.

What is the SessionManagement

Form?

The OCC Session Management Form, the final form in theturn-key process, is designed to provide a snapshot record ofan OCC session. It captures information about the sessionthat can be the basis of program follow-up and serves as acover-sheet for the completed OCC Session Package that willbe returned to an administrator. It includes all of the


documentation related to the session and identifies who wason duty and whether volunteers were present. Mostimportant it identifies the caregiver who was the person incharge of the session and whose signature confirmsaccountability for what occurred during the session. ASession Management Form should be completed for eachgroup of children.

What are the areasto follow-up afteran OCC session?

After each OCC session, all equipment must be stored, andtransported to its assigned location, and the OCC SessionPackage returned to administrator with responsibility forOCC.

When care is offered in shared spaces or on a mobile basis,steps should be taken to ensure that equipment is checkedand stored ready for use when it is needed again. Programsoffering mobile care at various locations where storage is notavailable will need a system for storing, maintaining andallocating a sizeable inventory of equipment.

Each completed OCC Session Package will serve as acomprehensive record of the session. Procedures must be inplace to maintain confidentiality and ensure documents arestored for at least five years.

Before filing and storing the documents, SPOs should reviewthe forms, investigate any incidents that occurred and takesteps to resolve any outstanding issues that may have arisen.Facts collected on these forms can help organizations refinetheir orientation, acquire new equipment and make otherchanges. They can also use the data to learn more about thepopulations they serve, track trends and evaluate theeffectiveness of their programs. The information gained asfollow-up to OCC sessions will help SPOs plan moreeffectively and more accurately estimate what they need forfuture sessions. You will find background information oncompleting the OCC Session Management Form in theResources section.


Recommendationsfor the future

From time to time, SPOs will need to return to the goals theyset for themselves when they developed their OCC program.As they review the results of the documentation they havecollected from their OCC sessions, they will be in a positionto assess what they have achieved in relation to their goalsand consider whether OCC has helped their organizationand the families they serve. With this information in mind,they can make recommendations for future sessions and setnew goals for their OCC program to ensure that theirservices continue to be responsive to newcomer needs.

RESOURCES

RESOURCES CONTENTSRESOURCES

The turn-key model – Duties of administrators and caregivers ........................R – 5

How do caregivers use the forms? ......................................................................R – 9

Background information for the OCC Space Selection Form ..............................................R – 9

Background information for the OCC Space Safety Checklist ..........................................R – 13

Background information on the OCC Child Registration Form ........................................R – 16

Background Information for the OCC Child Attendance Form..........................................R – 21

Background information for the Session Management Form ..........................................R – 23

Assigning OCC Responsibilities ..........................................................................R – 27

Sample Child Abuse Reporting Policy and Procedures ....................................R – 28

Purpose ..............................................................................................................................................R – 28

Legal Requirements ........................................................................................................................R – 28

Making a report of suspected child abuse ..............................................................................R – 29

If a staff/volunteer is suspected of child abuse ......................................................................R – 32

Discussing the situation with a parent/caregiver ..................................................................R – 33

Documentation ................................................................................................................................R – 34

Confidentiality and disclosure of information to others......................................................R – 35

Policy implementation ....................................................................................................................R – 35

Policy review ......................................................................................................................................R – 35

Suspected Child Abuse Reporting Form ............................................................R – 36

Sample Behaviour Guidance Policy....................................................................R – 38

Purpose ................................................................................................................................................R – 38

Actions..................................................................................................................................................R – 38

Prohibited actions ............................................................................................................................R – 38

Session Package Overview ................................................................................R – 40

Completed session package – One day ....................................................................................R – 40

Completed session package – OCC on consecutive days ..................................................R – 40

Summary: Responsibilities of parents during an OCC session ..........................................R – 41

The kits ................................................................................................................................................R – 41

Mobile kits ..........................................................................................................................................R – 42

Sample Activity Plan ..........................................................................................R – 43

Healthy snacks ....................................................................................................R – 44

Sample healthy snacks....................................................................................................................R – 44

Sample recipes ..................................................................................................................................R – 45

Songs and fingerplays ........................................................................................R – 47

R – 5OCC Operations Manual October 2007

Setting up an OCC program Administrator

❑ Become familiar with the OCC Requirements and otherdocuments that are the framework of the turn-key model.

❑ Develop relationships with partners.❑ Acquire insurance.❑ Develop policies and procedures.❑ Hire caregivers.❑ Provide all caregivers with an orientation and ensure

appropriate forms are on file.❑ Visit potential space and complete a Space Selection

Checklist.❑ Ensure that necessary changes to space identified on

Space Selection Checklist are made.❑ Purchase equipment – activity kits, administrative

materials, craft kits, snack equipment, safety kit, First Aidkit, furniture (where necessary).

Before a session Administrator or designate

❑ Confirm space for the OCC session.❑ Contact caregivers to confirm their availability.❑ Designate a caregiver “person-in-charge” and assigns

other responsibilities.❑ Arrange for caregivers to arrive before the session ❑ Inform participants of the ISAP services for parents and

the availability of OCC through telephone contact anddistribution of OCC Registration Forms.

❑ Gather OCC registration information in advance, ifpossible.

❑ Review materials, toys and equipment to ensure thatsufficient supplies are available.

The turn-key model – Duties ofadministrators and caregivers

R – 6 RESOURCES

❑ Purchase supplies for snacks including food serviceitems, such as paper cups and paper towels, andnutritional foods and beverages.

❑ Assemble required documents for the caregiver-in-charge, including an OCC Space Safety Checklist, ChildAttendance and Session Management Forms, blank OCCRegistration Forms and any other relevant information,including information previously gathered from thefamilies during telephone contacts.

❑ Ensure that all necessary items are at the OCC location,including snack and administrative items.

Before a session Caregivers and other designated staff

❑ Discuss an overall plan for the session including plan foractivities

❑ Complete the OCC Space Safety Checklist and preparethe OCC space for the children.

❑ Confirm that sufficient caregivers are on duty to meet thecaregiver-to-child and group size requirements.

❑ Decide on the assignment of duties, includingresponsibility for setting-up OCC registration materials,greeting parents and children, signing children in andinforming parents of their responsibilities as necessary.

❑ Ensure that other designated staff are available, asnecessary and possible, to assist the caregiver-in-chargewith the registration of the children and communicationwith parents.


During a session Caregivers

❑ Complete the registration and identification process withthe parents and children

❑ Provide age-appropriate care for the children for theduration of the ISAP service

❑ Provide age-appropriate activities,❑ Ensure the safety of the children and respond to any

emergencies.❑ Serve any snack being provided in accordance with good

sanitary practices.❑ Ensure that parents sign out their children at the end of

the session ❑ Communicate any relevant information about the

children to their parents.

After a session Caregivers

❑ Collect all OCC materials, toys and equipment.❑ Identify which items will require cleaning, and ensure

that they are cleaned❑ Identify any items that need repair or replacement.❑ Tidy the space and its contents, and clean tables and

other items, as necessary.

The caregiver-in-charge

❑ Ensure that the space and all materials, toys andequipment are left in their original condition.

❑ Ensure that all materials, toys and equipment providedby the SPO are transported or stored appropriately.

❑ Complete an OCC Session Management Form, attach allOCC Registration Forms and other necessarydocumentation

❑ Return all documentation to the ISAP administrator ordesignate.

R – 8 RESOURCES

Following up after a session Administrator or designate

❑ Ensure that all documentation and equipment andmaterials are returned to their required locations.

❑ Ensure that all kits are complete, items are in goodcondition and identified equipment has been sanitized.

❑ Review documentation from the session for any issuesthat may have arisen while the children were present andfor any other administrative purposes.


How do caregivers use the forms?

The OCC forms are a key element of the turn-key model.They will help you select safe, appropriate space for OCC andensure that you meet the OCC Requirements. Completing thefollowing forms provides you with opportunities to identifyand manage risks and address concerns before, during andafter an OCC session:

● OCC Space Selection Form – Part 1 through Part 5● OCC Space Safety Checklist● OCC Child Registration – Side 1 and 2● OCC Child Attendance Form● OCC Session Management Form

Backgroundinformation for the OCC SpaceSelection Form

You will find the OCC Space Selection Form in the Appendixto the OCC Requirements. It will help you choose space thatmeets the requirements and must be completed before aspace can be used for OCC. The form includes instructions forcompleting all five parts. This guide provides additionalinformation for your assistance.

1 This form includes four pages. Each has a header tocollect information about the location of the space beingreviewed and the date of the review. It is important torecord all of this information on every page. As you usethis form, its pages are likely to become separated,especially since some will be copied and used for otherpurposes. You will need to know which pages belong towhich space review. If you are reviewing a number ofrooms in the same building (i.e. classrooms in a school),you need to be able to associate all pages of the sameform with the correct room. Also, if you carry out morethan one review of the same space, you must be able toidentify the pages according to date. Each page indicateswho has primary responsibility for completing the form.

R – 10 RESOURCES

2 Fire and other local authorities provide writteninformation on the status of building safety.

3 You will need to ensure that your organization’sinsurance policy covers OCC against all forms of liability,including abuse. If you are offering care with a partner,you will need to clarify insurance requirements and beprepared to provide any necessary documentationbefore using the space (see Section B, above).

4 It is difficult to evacuate young children from a spacehigher than the second floor.

5 If a space does not have a direct-line telephone that willbe in working order during an OCC session, your plan forchange in Part 2 should be to provide a cellulartelephone for the session. If a space has an installedtelephone, check to see if it is an extension. An extensiontelephone may not meet this requirement since, if anemergency arises in OCC, it may not be accessible whenothers are using it or may not be in operation afterregular hours.

6 Questions 1-23 relate to specific safety issues identifiedin the OCC Requirements. To answer question 24, you willhave to look carefully to see if the space has anyadditional hazards. This item is important because achecklist can never predict all potential hazards. Whenyou see something that might threaten the safety of thechildren, describe it in the available space and treat it inthe same way that you treat other items where a “No”answer

7 Part 2 gives you an opportunity to identify concerns,develop a written plan for changes, assign responsibilityand a deadline for making changes, and recordcompletion of those changes. You will need to makemultiple copies of this page so that you can give a copyto the caregiver who is the person-in-charge of thechildren each time an OCC session is offered in the space.


In some cases, Part 2 will inform the caregiver thatchanges have been made. In other cases, it will tell thecaregiver what changes to make before the childrenarrive. Such changes might include putting covers onelectrical outlets or tying up cords on window blinds.

8 Part 3 differs from Parts 1 and 2 because it relates to yourobservations and is not directly linked to approval andthe OCC Requirements. You are asked to make theseobservations to make it easier to identify the space thatis most appropriate. The more information you providethe better. Very often, no one else will have anopportunity to see the space before it is used. Almostalways, someone with no first-hand knowledge willchoose it for a specific session long after it has beenapproved.

9 In the interval between approval and an OCC session, useof a space may change. If you record how a space wasbeing used during the selection process, it will bepossible to determine if its usage has changed by thetime you are ready to use it. An example of a change thatmay pose a threat to children is the conversion of avacant room into a storage area. When there is a longinterval between selection and usage or you suspect aspace may have changed, you may need to visit it againbefore choosing it for a session to ensure that it stillmeets the requirements for space selection.

10 You have an opportunity to indicate if the space hasfacilities for preparing snacks. A space without facilitiesfor preparing snacks might be most suited to very shortOCC sessions when there is only time for a prepackagedsnack or when a snack is not planned.

11 You have an opportunity to describe what seem to bethe advantages of the space for OCC and what concernsyou might have. For example, being close to a room forthe parent activity might be an advantage, while acomplicated route to an emergency exit would be aconcern.

R – 12 RESOURCES

12 Part 4 provides a record of whether a particular space isapproved or not approved for OCC. Based on theinformation you have gathered; you must decidewhether you can approve the space for use for OCC.

13 One limit on the number of children that can beaccommodated in an OCC session is the capacity of thespace based on the size of the area available forchildren’s activities. The minimum amount of space is setout in the OCC Requirements. A space is always approvedfor a maximum number of children.

14 Space is either approved, not approved, or approved oncondition that changes are made. When space isapproved on condition that changes are made, you willneed procedures for following up to ensure that changesare made within the required timeframe.

15 The signature of the SPO contact identifies the personwho is accountable for the approval and who has themost information about the space. The date when theapproval is granted may be different from the date of thereview since it may take some time to complete Part 2.

16 In cases where space is being provided by a partnerorganization, it is wise to involve a contact person fromthat organization in the selection process, since thatperson may be responsible for ensuring that requiredchanges are made. It is important to include contactinformation on this form in case more information isneeded when space is used for a specific OCC session.

17 You will need multiple copies of Part 5 since caregivers ineach OCC session must have access to this information. Ifyou offer care in a permanent location, you may considerposting a copy of Part 5 in the OCC space.


18 The building address and the various routes andtelephone numbers should be identified during theselection process. Given the importance of thisinformation, it is wise to adopt procedures for updatingthis information immediately before each OCC session.When OCC is offered at a permanent location, yourprocedures might state that information related to thebuilding should be verified regularly, perhaps inconjunction with a monthly fire and evacuation drill. Youmust confirm evacuation routes and routes to the parentactivity and bathroom(s) before each session

An OCC Space Selection Form is used to select space for anOCC program. Since space is selected in advance of its usage,caregivers must complete the OCC Space Safety Checklist toconfirm the safety of the space immediately before eachOCC session.

1 Your OCC Session Package should include a blank SpaceSafety Checklist and Parts 2 and 5 of a completed SpaceSelection Form.

2 If you answer “No” to any item on the checklist, you mustdevelop a plan for making changes that will safeguardthe children. Your plan might include

● correcting the problem – e.g. clearing the pathway toan exit

● finding a temporary solution – e.g. moving a table sothat it is a barrier between the children and anunstable bookcase

● deciding not to use the space – e.g. relocating orcancelling the OCC session.

This form documents the safety of the space as it wasavailable to caregivers when they arrived for an OCCsession and as it was when the children arrived. Torepresent the space accurately, record any plans forchange where indicated at the bottom of the checklist,

Backgroundinformation for the OCC Space

Safety Checklist

R – 14 RESOURCES

even when the problem can be corrected before thechildren arrive. All plans for change identified on theform (or on an additional page, as necessary) serve as animportant record of caregiver efforts to prevent harm tothe children. A SPO should have a policy in place as wellas procedures for caregivers to take when a space is notused for the children. All information on this form will beused by the SPO when allocating space at a future time.

3 When a space is approved on condition that changes aremade, those changes are documented in Part 2 of theSpace Selection Form. Immediately before a session, acaregiver must confirm that any changes to be made inthe interval since space selection have been completed,and make any additional changes to be completedbefore children arrive (Caregiver changes might includecovering electrical outlets or tying up blind cords). Aftermaking the required changes, the caregiver should signPart 2 where indicated.

4 Part 5 provides important emergency contactinformation and routes to key destinations. Afterreviewing Part 5, caregivers should take time to walk theroutes and

● Find out the location(s) of the parent activities.● Look for the bathroom(s) to be used by the children.● Check out the emergency exits and evacuation sites.

Caregivers should also use this time to become familiarwith the general environment and any potential hazardsthey observe (for example, an unlocked door to theoutside in a hall near the OCC that might be used by anintruder).

At this point, caregivers should also note the capacity ofthe space. This information will be important if thenumber of children exceeds the capacity. If more childrenarrive than can receive care in the space, another spaceand additional caregivers will be required or children will


be turned away. To avoid these difficulties, it is importantto plan ahead. When they do arise, the SPO should havepolicies and procedures for caregivers and other staff tofollow.

Where information on Part 5 is incomplete or inaccurate,the caregiver who completes the review should add orcorrect information. Routes to all parent locations shouldbe noted (OCC may be provided for more than oneparent activity at a time.) The caregiver should thenensure that the information is available to all othercaregivers and volunteers on duty during the session. Ifpossible, a complete, correct version of Part 5 should beposted where it can be seen by everyone in the OCCspace.

5 When you are familiar with the space and itsenvironment, review the items on the checklist. Whenyou respond with a No, carry out your plan and make anyadditional changes that seem necessary for the safety ofthe children. For example, the space may have to becleaned and surfaces sanitized before use by thechildren. Other items may need to be temporarily placedout of reach of children.

6 Questions 1-26 relate to specific safety issues identifiedin the OCC Requirements. To answer question 27, you willhave to look carefully to see if the space has anyadditional hazards. This item is important because achecklist can never predict all potential hazards. Whenyou see something that might threaten the safety of thechildren, describe it in the available space and treat it asyou treat other items where you have recorded a “No”answer

7 When the space meets the requirements, the caregivershould sign the checklist and provide the date and timeof the checklist review. When the review is complete, thecaregiver should share the results of the review withother the caregivers and ensure that all relevant safety

R – 16 RESOURCES

information is accessible and readily available to allcaregivers and volunteers at all times. When caregiversare satisfied that the environment is safe for the children,the process of setting up the space can begin.

Backgroundinformation on the OCC Child

Registration Form

A parent must complete and sign an OCC Child RegistrationForm before a child can participate in an OCC session. Theform provides an opportunity to both give information toparents about your program and collect information fromparents about their children.

Side 1 – Information for Parents

Parent Information accompanies the OCC ChildRegistration Form (and should be printed on the otherside of the page). In particular, it is important to ensurethat all parents understand the significance of Points 1-3.They arise from the definition of OCC and compliance iscritical to the ongoing operation of your program.

1 Parents must understand that OCC is only provided sothat parents can access specific CIC-funded services.

2 Parents must understand that care is only provided whenthey are using CIC-funded services at the same site astheir child.

3 It is important to emphasize that parents cannot leavethe site without their child. Parents MUST be available onsite to share responsibility for the care of their childrenand assist caregivers, as necessary.

➨ Under the OCC Requirements, your SPO must haveprocedures for monitoring whether parents are usingservices at the same site as their child (1-1d). Each SPOwill develop procedures tailored to its owncircumstances. In general, however, their procedures willlikely include reminding parents of the requirement,


checking attendance in the adult program, and whenparents are absent (e.g. do not come back after aworkshop break), checking to see if their child is stillparticipating in OCC. Cellular telephones that permitcommunication between the sessions for adults andchildren will facilitate monitoring.

4 Parents should know in advance that care is not providedfor children under 19 months of age. Care for infantsinvolves higher risks than care for older children andspace at many OCC sites is not equipped to address theirspecial needs (e.g. many spaces will not have clean, softsurfaces for crawling babies and most will lack easyaccess to running water).

5 Parents must understand that they cannot bring a childwho is ill. When children are ill they are unable to fullybenefit from the OCC experience. Further, if they are illwith a communicable disease they will infect others.

➨ Under the OCC Requirements, your SPO must haveprocedures for checking children as they arrive for illnessor injury. It is recommended that your procedures statethat health checks must be carried out be one of thecaregivers on duty. Although a number of people indifferent roles will be welcoming families, only caregiverswill have the training and experience required to identifyillness or injury that requires follow-up.

➨ Under the OCC Requirements, your SPO must also haveprocedures for excluding a child who is ill on arriving at theprogram (4-3). If you have explained this point to parents inadvance of a session, they will be less likely to bring a childwho is ill and must be excluded from OCC.When they dobring an ill child, your caregivers will need to know whatsteps they should take.Your procedures should includecriteria for excluding a child who appears too ill.

➨ Since young children can become ill very quickly, theOCC Requirements also state that your SPO must have

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procedures for responding when a child becomes ill orhas a medical emergency while participating in theprogram (4-3a-iii). Since newcomer children are oftenunder stress and experiencing multiple changes,including unfamiliar foods, they may fall ill more quicklythan other children. Caregivers and other staff membersneed to be especially vigilant in all OCC sessions.

6 When children are taking medicine, parents need tounderstand that they must keep it with them. If a childneeds medicine during an OCC session, a parent isexpected to return to the OCC space to give themedicine to the child. The exception to this requirementis medication required in a life-threatening emergency,such as an allergic reaction that leads to anaphylacticshock.

➨ Under the OCC Requirements, your SPO must haveprocedures for handling and administering medication,both to ensure that parents administer all medicationexcept medication for a life-threatening condition and toensure that caregivers know how to administermedication in an emergency (4-3-iv).

➨ Note: Administering medication is a high-risk activity inany OCC setting.

7 Parents MUST understand that caregivers need as muchinformation as possible about their children. The OCCChild Registration Form is designed to collectinformation about each child along with limitedinformation about the family.

➨ OCC is a high risk activity because caregivers servedifferent children whenever it is offered and have limitedinformation about participating children.

8 Under the OCC Requirements, all diapering is done by achild’s parents (4-2b). Diapering is a high-risk activity andmost OCC space will not be equipped for diaper


changing. When it appears that a child’s diaper needs tobe changed during an OCC session, a parent will becontacted to return to the space and change the child’sdiaper. SPOs may wish to include emergency diapers intheir OCC supplies to assist parents who comeunprepared.

9 Parents should be reminded of the importance ofincluding all necessary information about their child andof the need to sign the form before their child canreceive care.

10 In addition to signing an OCC Child Registration Form, aparent must sign the child in and out of each OCCsession, including when a child leaves briefly for lunch orsnack with a parent.

Side 2 – Information from Parents

In most cases, the OCC Child Registration Form will bethe only source of written information about the childrenparticipating in OCC. Other SPO staff may have additionalclient information but that is unlikely to be readilyavailable to caregivers, even when OCC is provided at theSPO’s own service site. This lack of information increasesthe risks associated with OCC but is offset by the fact thatparents are at the same site and are available to assistwhen necessary.

1 An OCC Child Registration Form must be completed foreach OCC session. Since a SPO may offer more than onesession on a particular day, it is also important to identifythe specific service for which the OCC is being provided.

2 When both parents are using a service, it is necessary tohave a record of both names. One or the other mayaccompany their child to the session or be called to assistas needed. Ask parents to print their names so they canbe easily read by caregivers and others.

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3 The address and telephone number of the parents isimportant for identification purposes at the session andmust be immediately available in care of emergency. Itwill also be helpful if follow-up is necessary after asession.

4 It is important for parents to identify the languagespoken at home so that caregivers can communicatewith the children or arrange for a translator. Even whenchildren are not yet talking, it may be possible to comfortthem in the familiar language of home.

5 An emergency contact number is essential. If a parentbecomes ill, or if parents and children are separatedduring an emergency, caregivers must know who else tocontact. Also, parents occasionally leave without theirchild. When a child is left behind, caregivers must be ableto find someone who will be responsible for the child.

6 When a child has both a legal name and a preferredname, it is important to record both. The legal name willbe used on official documents and will be necessary foridentification purposes. The preferred name will befamiliar to the child. When parents sign their child into asession using a preferred name, caregivers can checkback to the Registration Form to confirm the child’s legalidentity.

7 The special information collected here is critical for thesafety of the children. When SPO staff or caregivers helpparents complete this form, they should advise them ofthe importance of providing any special informationabout their child that is relevant to OCC. For example,caregivers will check this form to see if a child hasallergies before serving a snack. When an allergy has notbeen noted on the Child Registration Form, caregiverscannot be held responsible for the consequences if theyserve a food or beverage to which a child has an allergicreaction.


8 In signing this form a parent confirms knowledge of theconditions under which OCC is offered and agrees that allnecessary information about the child has been sharedwith the SPO. The parent signature associates each childwith a parent and indicates that the parent is sharingresponsibility for the child during the OCC session.

➨ When advising clients, SPO staff should bear in mind thatunder the OCC Requirements, a parent is “a person usinga CIC-funded service who is the biological or adoptiveparent (mother or father) of a child, or a person with legalcustody or guardianship of a child as a result of a courtorder” (Glossary). OCC is not available to assist relativessuch as grandparents or friends who are caring for anewcomer child but do not have legal custody orguardianship as a result of a court order.

BackgroundInformation for

the OCC ChildAttendance Form

On arrival at the OCC space, parents must sign each childinto the session on the OCC Child Attendance Form. The OCCChild Attendance Form provides a record of the child’sparticipation in an OCC session. Completion of the form ismonitored by a caregiver and the information on the form isused by caregivers throughout the session as a source ofinformation about individual children and confirmation ofthe number of children who should be participating in thesession.

1 Heading: An OCC Child Attendance Form is required foreach OCC session and provides information for caregiversduring the session and later, for SPO records. In addition,since it is used by parents on arrival, it informs them ofthe name of the caregiver who will be caring for theirchild.

2 Child ID: Under the OCC Requirements, each SPO musthave a means of identifying each child and connectingeach child to his or her parent by a name tag or othermethod (1-4). The means of identification should involvea system that includes both a number and a first name,

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generally the child’s preferred name as recorded on theAttendance Form and the Registration Form (see above).A space beside each child’s name on the AttendanceForm has been reserved for recording the child IDnumber. Although you can choose to adopt a number ofsystems, involving tags, tickets or bracelets, a commonfeature is that the identifier is available in duplicate. Onarrival, one identifier is given to a parent and its duplicateattached to a child. Caregivers and parents understandthat a child can only be released from the OCC session toa parent with the matching identifier.

3 Name of Child: Use the name by which the child isknown.

4 Age: The age of the child is important for determiningthe correct caregiver-to-child ratio. It is also helpful whengrouping children and providing age appropriateactivities.

5 Registration Form (RF): The form includes spaces toindicate that an OCC Child Registration Form (RF) hasbeen received. When a child’s Registration Form has notbeen received, a parent must complete the form beforethe child can participate in the session.

6 RF Special Information: The Attendance Form identifieswhether any special information about the child hasbeen noted on the OCC Child Registration Form. Sincethe space is not large enough to provided detailedinformation, caregivers should refer to the child’sRegistration Form for details. Caregivers must attach aRegistration Form for each child to the OCC ChildAttendance Form so that the forms are easily accessibleduring the session. At the end, they will be returned tothe SPO with the other session documentation.

7 Parent Location: When a SPO provides OCC for one adultservice, such as a workshop, the parent location will bethe same for all children. When a SPO offers OCC in


conjunction with a number of services at its own servicesite, parents may be in a variety of locations which shouldbe noted on this form.

8 Time In /Time Out: A parent must sign a child in besidethe time of arrival, and initial the time out. Parents mustcomplete this sign in/out process whenever they taketheir child from the OCC space, including at the end ofthe session.

9 Parent Signature: As a safeguard, participating parentsmust sign both the OCC Child Registration Form and theOCC Child Attendance Form.

10 Form Design: The Attendance Form has been designedwith 20 lines to accommodate the maximum number ofchildren that can receive care in one group.

Backgroundinformation for

the SessionManagement Form

Since caregivers need specific information about the sessionbefore the children arrive, the SPO should ensure that thefirst items on the Session Management Form are completedin advance of the session (see 1-3 below).

1 Specific details about the session are captured in theheading. Note that the date and time of the session arerecorded here. When OCC is offered on consecutive days,a separate Session Management Form should becompleted for each day. All forms should be clippedtogether on the final day and returned to the SPO as acomplete OCC Session Package.

2 The names and locations of all parent services should benoted.

3 The Program Administrator refers to the SPO staffmember with responsibility for the parent service forwhich OCC is being provided. Caregivers must be able tocontact the Program Administrator in case of anemergency.

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4 The OCC Session Package should include Parts 2 and 5 ofthe Space Selection Form.

5 This form serves as a record of the caregivers who wereon duty during the session. It is not meant to be anemployment record, but rather an indication of who waspresent during the OCC session.

6 It is also important to know whether volunteers werepresent and if so, who they were. Again, this formprovides a record of the adults who were in the spacewhile it was being used by the children.

7 The caregiver who completes the Space Safety Checklistshould ensure that all safety and emergency issues havebeen reviewed with all caregivers and volunteers. Thisreview includes ensuring that emergency information isaccessible to all caregivers and volunteers.

8 It is important to record the times when the first childarrived and the last, departed. These times mark thebeginning and the end of the period when the SPO hasresponsibility for children. These times may be ofsignificance, for example, if a child has a negativeexperience before or after a session, the SPO will have arecord showing that no child was present in the space atthat time.

9 Information about the number of children and their agegroups confirms that the caregiver-to-child ratio wasbeing met and can help SPOs plan for future sessions.

10 Caregivers should indicate briefly what the children didduring the session. This section is not meant to serve as asession plan. It is to be completed at the end of thesession and to provide a record of the activities providedfor the children during the session.

11 It is important to have a record of any snack that wasserved in case a child becomes ill after returning home.This information is also helpful for future planning.


12 This overview provides an opportunity to record generalinformation about the session that might be importantfor reference or for future planning. For example, thecaregiver in charge might note that the session went welland the space was especially suited to preschoolers orthat it was not as successful as it might have beenbecause the hallway outside the space was noisy.

13 SPOs need information about any incidents or unusualevents that may have occurred during an OCC session. Inthe case of negative incidents, SPOs must follow-up tofind out what happened and take preventive measureswhen possible. When incidents involve potential liabilityand insurance claims, SPOs should have procedures inplace to ensure that all appropriate steps are taken.Caregivers should note here that such procedures arebeing followed. Observations about changes in a child’shealth should be communicated to parents. They mayalso serve as a basis for monitoring a child’s condition, forexample when sessions are offered on consecutive daysfor recent arrivals, such as refugees, whose health may befragile and uncertain. Information collected here is alsoimportant for data collection and planning.

14 This line confirms that, when necessary, toys andequipment for the session have been transported to andfrom the OCC space.

15 Issues related to missing equipment or equipmentneeding to be repaired or replaced will arise in all typesof OCC sessions. The information recorded here will helpSPOs track their inventory and determine whether newpurchases or repairs are necessary.

16 This form serves as the cover sheet for the OCC SessionPackage. When all forms are completed and attached,SPOs have a complete, detailed record of the OCC sessionfor their files.

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17 The caregiver in charge has responsibility for the close-down of the OCC session. The signature on this formsignals the end of the session. In shared space or whenoffering mobile care, it is especially important to note thetime when a session ends, to relieve the OCC program ofresponsibility for any damage or negative activity thatmay occur in the space after the session is over.


Position responsible Turn-key tasks

All staff with responsibilityfor OCC

Become familiar with the OCC Requirements and otherdocuments that are the framework of the turn-key model.

Administrator Select the OCC Space – use the Space Selection Form to identifysafe, appropriate space for OCC.

Administrator Provide administrative support -, develop partnerships, developpolicies and procedures, arrange for insurance.

AdministratorHire the caregivers – provide an orientation and training on theoperation of OCC. Assign responsibilities.

Administrator / CaregiverPurchase the toys and equipment necessary for the number ofOCC programs you will operate.

Administrator Schedule parent services and identify OCC space.

Administrator Schedule caregivers.

AdministratorAnnounce that adult session will offer OCC and distribute ChildRegistration Forms.

Administrator / CaregiverBased on information in the Space Selection Form decide on therequired toys and equipment.

Administrator / Caregiver Plan program activities and snacks.

Administrator / Caregiver Provide administrative and snack supplies as necessary.

Administrator

Provide caregivers with a complete OCC Session Package inadvance of the session, including updated copies of Parts 2 and 5of the Space Selection Form and any completed ChildRegistration Forms.

Administrator / Caregiver Ensure that all necessary equipment, supplies anddocumentation arrives at the OCC space in time for the session.

CaregiverComplete the Space Safety Checklist, register the children,complete the Child Attendance Form.

Caregiver Provide care for the children.

CaregiverAt the end of the session, complete close down procedures andthe Session Management Form.

Administrator Receive and review all documentation from the session.

Administrator / Caregiver Ensure that all toys and equipment are returned, repaired orreplenished as necessary, and stored where they are available forfuture sessions.

Assigning OCC Responsibilities

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Sample Child Abuse ReportingPolicy and Procedures *

Purpose ________________________________________ iscommitted to taking a pro-active position regarding theprevention of child abuse through:

● ongoing observation of the children in our care;● professional education with respect to early

identification, effective response and adherence to legalobligations, including reporting;

● keeping abreast of developments in legislation andrelevant issues;

● communication and support of the child and family.

Due to the nature of the OCC program the care provided willbe for an ever-changing group of children. This will result instaff/volunteers having limited information about, and timeto know the children and their families. It is important in thissituation that staff/volunteers are aware of the signs ofabuse and are prepared to take the necessary steps toprotect the children in their care. The following policy andprocedures are designed to make staff and volunteers awareof their responsibilities for the recognition, reporting anddocumentation of suspicions of child abuse or a childexposed to family violence.

(Name of Organization)

Legal requirements The Child and Family Services Act (Section 72)

Duty to Report

In accordance with the Child and Family Services Act, it is theresponsibility of every person in Ontario, including a personwho performs professional or official duties with respect tochildren, to immediately report to a Children’s Aid Society if


Making a report of suspected child abuse

s/he suspects that child abuse has occurred or if a child is atrisk of abuse. An individual’s responsibility to report cannotbe delegated to anyone else. A child is defined as a personfrom birth until his/her 16th birthday.

Failure to Report

It is an offence under the Child and Family Services Act for aprofessional to contravene one’s reporting responsibilities.The penalty imposed (a fine of up to $1,000) emphasizes thata child’s safety must take precedence over all other concerns.

Confidentiality

The duty to report suspicions of abuse overrides theprovisions of confidentiality in any other statute, specificallythose provisions that would otherwise prohibit disclosure bya professional or official. The only exception to this issolicitor/client privilege.

Protection from Liability

All persons making a report of suspected child abuse areprotected against civil action, unless that person is proven tohave acted “…maliciously or without reasonable grounds forthe belief or suspicion…”

1 Any staff/volunteer who suspects that a child has beenabused or is at risk for abuse should inform his/heradministrator of the intention to immediately call aChildren’s Aid Society (CAS). The person who suspects theabuse must call him/herself – do not ask anyone else tohelp you decide if a report should be made or to makethe report for you. Do not discuss your suspicions withanyone else until you have spoken with a Children’s AidWorker.

● If the child’s religious affiliation is known, the reportcan be made directly to the society of theappropriate religious/cultural affiliation:

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➤ Children’s Aid Society➤ Jewish Family and Child Service ➤ Catholic Children’s Aid Society

● If the child’s religious or cultural affiliation is notknown, or is neither Catholic nor Jewish, the reportcan be made to a Children’s Aid Society.

● The telephone numbers of each Children’s AidSociety and local police service areincluded in theAdministrative Kit available at each session.

2 When making a report it is essential to notify theChildren’s Aid worker that the parent is on site while thechild is in your care. Your information will determine howand when they may address the report. It is alsobeneficial to inform them of the nature of your programand that you are working with newcomer families.

3 A report to all Children’s Aid Societies can be made anyday, at any hour. However, if reporting after regularbusiness hours, you will likely be required to leave amessage, your name and return telephone number withan answering service. Indicate if your call is urgent. Youthen need to wait for a return call from an after hoursprotection worker. Leaving a message with an answeringservice is not considered a report – you must speakdirectly to a Children’s Aid worker.

If the staff or volunteer thinks the child is in immediatedanger, do not wait to be called back – phone thepolice.

4 Access immediate medical attention if a child hassustained injuries. Where injuries are suspected to havebeen caused by child abuse or family violence, do notinform the parent of the intention to access medical carefor the child, until you have spoken with a Children’s Aidworker and have been directed to do so.


5 If there are any concerns or doubts regarding making areport of suspected abuse, the staff/volunteer mustconsult with a worker from a Children’s Aid Society. If theallegation is against another child in the centre, theExecutive Director will consult with a Children’s Aidworker as to how to best protect, supervise and supportboth the victim and the alleged abuser, and the otherchildren.

6 It is the responsibility of the person who suspects childabuse to follow through on the report to a Children’s AidSociety,* and his/her administrator will provide supportand direction. When making the report, give your name,the organization name, and your position and phonenumber to the Children’s Aid worker.

7 If a staff/student/volunteer has any further suspicions ofabuse or new information with respect to a child, s/hemust immediately make another report to theappropriate Children’s Aid Society, regardless of anyprevious reports.

8 Information considered confidential cannot be kept inconfidence if it is related to a suspicion of abuse; allstaff/volunteers must follow through on the legal duty toreport.

* No staff/volunteer or member(s) of the Board of Directorswill advise someone not to report suspicions of child abuse,or to try to stop the person from reporting or consultingwith a Children’s Aid Society. There will be no sanctions orreprimands for anyone who consults/reports suspicions ofchild abuse. However, disciplinary action will result if there isan attempt to stop someone from following through on thelegal duty to report.

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If a staff/volunteeris suspected of

child abuse

1 If a staff/volunteer/parent suspects another person in theprogram of abusing a child(ren) who participates inservices provided by Name of Organization , s/he willinform his/her administrator of the intention to call aChildren’s Aid Society. If a parent makes the allegation,inform the parent of his/her duty to report to a Children’sAid Society, and the Administrators obligation to alsospeak with a child protection worker.

If the staff person suspected of abuse is the ExecutiveDirector, then immediately inform the President of theBoard. In any other case where an allegation has beenmade against a staff/student/volunteer, immediatelyinform the Executive Director.

2 The staff/ /volunteer making the allegation will follow thereporting procedure outlined above and will completethe necessary documentation.

3 Allegations of abuse against a staff member areconsidered a serious occurrence. The Administrator willnotify their Citizenship and Immigration CanadaSettlement Officer, within 24 hours of the occurrence, andsubmit a written report within 5 working days.

4 The person suspected of abuse will not be told byanyone about the suspicion, the intention to report orthat a report has been made until after the Administratorhas consulted with a Children’s Aid worker and/or policeofficer for direction.

5 The Administrator will consult with a child protectionworker and/or police officer as to what, if anything,should be done to protect a child(ren) receiving servicefrom ______________________________________from further contact from the alleged abuser.

(name of organization)


6 The Administrator will immediately notify the Presidentof the Board of Directors, who in consultation with theAdministrator, Children’s Aid Society and legal counselwill determine what action, if any, will be taken withrespect to the job responsibilities of the staff personagainst whom allegations have been made.

Following consultation, the Administrator will meet with thestaff person against whom allegations have been made todiscuss any changes in duties, responsibilities, etc. TheAdministrator will follow-up with a written confirmation ofany decisions and the reasons for such, a copy of which is tobe given to the staff person against whom an allegation hasbeen made, and a copy retained on file.

Discussing thesituation with a

parent/caregiver

A staff/volunteer who suspects abuse will not tell aparent/caregiver or child about the suspicion, the intentionto report or that a report has been made until afterconsultation with a Children’s Aid Society. Discussing anysuspicions of child abuse or family violence with aparent/caregiver/child before consulting with a Children’sAid worker could jeopardize the child and/or contaminatethe investigation.

In situations where the cause of the child’s injuries, thenature of the child’s disclosure, or the behaviours observedare not clear, consult with a Children’s Aid worker beforespeaking to a child/parent, to discuss the appropriateness ofclarifying a situation and to obtain direction. If it isappropriate to clarify any information, this should be done ina non-threatening casual way. For example, asking a child“How did you get that bruise?” or asking a parent “Sharonsaid that you and she are going on a trip. Where to?”

Do not offer explanations, suggestions or details as to howan injury or incident might have happened, and do notname a possible abuser.

1 Use an interested and concerned tone of voice.2 Avoid accusatory questions or statements.

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3 Ask what happened, and how it happened, rather thanwhy.

4 Ask open-ended questions.

If someone other than the parent/caregiver is the suspectedabuser, consult with the Children’s Aid Society as to whoshould notify the child’s parent. If it is decided that it isappropriate for the staff person to inform a parent(s) of thereport, emphasize to the parent both the concern for thechild and the legal obligation to report suspicions of abuse.

DocumentationIn the event that a staff/volunteer suspects child abuse, aSuspected Child Abuse Reporting Form will be completed assoon as possible in the individual’s handwriting, using penonly. Copies of this form are available in ________________.If applicable, this includes circling bruises/injuries on thebody chart attached to the reporting form. Document onlythe facts – do not include how you are feeling about theincident, or personal thoughts about what might havehappened.

A Suspected Child Abuse Reporting Form is to be completedevery time a staff/volunteer has reason to suspect thatabuse has occurred.

● Include the name(s) and phone number (s) of theindividual(s) you spoke with at a Children’s Aid Societyand/or police service and any direction you were given.

● Do not make a rough copy and then rewrite in good –the original recording of the facts is your documentation.If you make a mistake, do not use white-out – cross outand initial any errors, and then continue on.

● Sign and date the form and place it in a sealed envelope.On the back of the envelope, sign your name, and printthe date, the child’s name and the word “Confidential.”

(indicate where)


● All documentation is to be forwarded to theAdministrator to be kept in a secure and fireproofcabinet, separate from the child’s general file.

Confidentiality and disclosure of information

to others

Any information related to a suspicion or report of abuse isconfidential between the person directly involved, theperson making the report and a Children’s Aid Society orpolice. The Administrator, in consultation with a Children’sAid Society, will give direction regarding the appropriatesharing of information with staff/volunteers/the operatorand/or a member(s) of the Board of Directors. Discussing anyinformation with others related to a situation of suspectedabuse outside the designated individuals is a breach ofconfidentiality, and may leave you liable for slander.

Policyimplementation

Before commencing employment/volunteering,staff/volunteers will be asked to sign a form stating that allthe policies and procedures have been read, understood andwill be followed. Updated policies and procedures will bebrought to the attention of all staff/volunteers for theirinformation and signature.

Policy reviewThe Child Abuse Policy & Procedure will be reviewed annuallyby the Administrator, and updated where necessary.

* Adapted from Making a Difference: The Child Care CommunityResponse to Child Abuse Resource Manual. Boost Child AbusePrevention and Intervention.http://www.boostforkids.org

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Suspected Child Abuse Reporting Form

Name of the child: ______________________________________________________________

Date & time of observation: ______________________________________________________

Describe fully the incident, situation, statement, or behavioural and/or physical indicators ofabuse including dates and times. Describe fully, using the child’s words, the interactionbetween the child and the person to whom the child disclosed.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe fully the physical condition of the child, including injuries, burns, welts, and/or signsof illness. Where appropriate, circle bruises or other injuries on the attached Body Chart.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Describe fully the emotional condition of the child, including any behavioural problems, andthe child’s response upon disclosure. Are there any noticeable changes in the child’sbehaviour patterns?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If known, describe fully the risks of further abuse to the child, including the access of thealleged abuser to the child.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Describe fully the action taken on behalf of the child, including any advice/instructions froma Children’s Aid Society.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Date & time reported to a Children’s Aid Society: ____________________________________

Outcome of call: ____________________________________________________________________________________________________________________________________________

Children’s Aid Worker’s name: ____________________________________________________

Children’s Aid Worker’s Phone number: ____________________________________________

Signature of person reporting: ____________________________________________________

Date & time documentation completed: ____________________________________________

Body chart

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Sample Behaviour Guidance Policy

PurposeTo provide children the opportunity to expand theirexperiences of life in a productive, safe environment thatallows individuals the right to safety, tolerance,dignity and cultural identity.

To provide staff with information the acceptable andunacceptable practices in guiding the behaviour of thechildren in their care.

ActionsChildren will be encouraged to use verbal statements ornon-violent actions when disapproving of another child’sactions. Staff will act as positive role models by usingpositive and appropriate language at all times, and acts asmediators when necessary.

Children will be spoken to in a positive manner and willunderstand that it is the behaviour being addressed not thechild themselves.

Children will be treated in gentle manner, both physically,verbally and emotionally.

Children will have realistic limits placed on them in regard tosafety, health and the environment. When these limits areexceeded, the staff will re-direct the child to another activity.

Prohibited actions● Corporal punishment of a child by a staff or by another

child.

● Deliberate, harsh or degrading measures that wouldhumiliate a child or undermine a child’s self respect

● Deprivation of a child’s basic needs, including food,shelter, or clothing


● No staff shall use a locked or lockable room or structureto confine a child who has been withdrawn from otherchildren

Any staff who contravenes the Behaviour Guidance Policymay have their employment terminated immediately.Anyone having knowledge of the contravention of thispolicy should immediately report it to their administrator.

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Session Package overview

When OCC is offered to the same group of children in thesame space on consecutive days, the complete OCC SessionPackage should include:

● 1 copy of Part 2 of an OCC Space Selection Form● 1 copy of Part 5 of an OCC Space Selection Form ● 1 completed OCC Space Safety Checklists for each day

of OCC● 1 completed OCC Registration Form for each child who

participated in OCC ● Completed OCC Child Attendance Forms for each day of

OCC (may be more than one form per day)● Completed OCC Session Management Forms for each

day of OCC

At the end of the final day of OCC, all forms should beclipped together and returned to the SPO as a completeOCC Session Package.

Completed SessionPackage – OCC onconsecutive days

When OCC is offered to the same group of children in thesame space on one day, the completed OCC SessionPackage should include:

● 1 copy of Part 2 of an OCC Space Selection Form● 1 copy of Part 5 of an OCC Space Selection Form● 1 completed OCC Space Safety Checklist● 1 completed OCC Registration Form for each child who

participated in OCC● Completed OCC Child Attendance Form(s) ● A completed OCC Session Management Form

At the end of the OCC session, all forms should be clippedtogether and returned to the SPO as a complete OCCSession Package.

Completed SessionPackage – One day


Summary:Responsibilities ofparents during an

OCC session

● Sign their child in/out● At the beginning and end of a session● Whenever they take a child from a session

● Remain on site while their child is participating in OCC● Assist with their child, as requested● Change diapers, as necessary● Administer medication, as necessary● Provide food and supervise their child during mealtime

(full-day sessions)

The kitsThe Preschool Kit includes the most equipment. It is likelythat most children participating in OCC sessions will fall intothis age group.

The School-Age Kit provides age appropriate activities forchildren who are attending school. The equipment in this kitoffers opportunities for both social and independent play.While school age children may use toys and materials fromthe Preschool Kit, the School Age Kit has been developedspecifically for that age range and should not be used byyounger children.

The Craft Kit includes basic supplies for crafting withpreschoolers and school aged children. The kit should besupplemented with additional items such as feathers, glitterand other materials that need ongoing replacement.

The Administrative Kit contains items that the settlementworker and/or caregiver needs to operate the session andshould be stored in the Preschool Kit.

The Safety Kit contains items that may be necessary for thesafe provision of OCC in a space not specifically designed forOCC. In such settings, temporary methods of reducingwindows openings to prevent falls, and covering electricaloutlets to protect children may be required. Each safety kitincludes a first aid kit.

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Mobile kits

Item description # of units

Safety Kit

First Aid kit 1

Outlet covers 1

Sliding window locks 2

Window jammers 2

Cabinet flexible lock 3

Door knob covers 1

Preschool Kit

Wood sorting staircase 1

Wood sorting halfmoon 1

3D Feel and Find tactile game 1

Big Bead Bucket 1

Dolls 3

Multicultural puppets 1

Jumbo farm animals 1

Set small construction vehicles 1

Train set 1

Musical set for 15 1

Assorted puzzles 10

Duplo and Duplo people 1

Popoids 1

Marble Run 1

Learning Links 1

Robert Munsch collection (books) 1

Snap beads 1

Pound a Ball 1

Shape sorter box 1

Classic stacking cups 1

Storage container 1

Item description # of units

School Age Kit

Pop-O-Matic Trouble 1

Perfection 1

Sorry 1

Connect Four 1

Learn to Read Classroom Pack 2

Power Polygons 1

Lens and mirror kit 1

K’nex Discovery Set 1

Lego Creator Bulk Set 1

Storage container 1

Craft Kit

Scissors 8

Paint pots and brush pack 1

Sponge painting kit 1

Smock 5

Glue and paste pot 5

Crayons 4

Pencil crayons 4

Paint 5

Assorted construction paper 4

Newsprint paper 5

Tissue paper 2

Playdoh assortment 1

Storage container 1

Administrative Kit

Stapler and staples 1

Ruler 1

Binder clips 2

Staple remover 1

Hole punch 1

Pens 1

Storage container 1


Sample Activity Plan

Activity Plan

Location:

Date:

Preschool School Age

Craft / Take-home activity

Sensory activity

Toys available

Other activities

Snacks

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Healthy snacks

Sample healthysnacks

Try to incorporate cultural foods of the families and providea snack representing at least two food groups, i.e. dairy, fruitand vegetables, breads and grains, etc.

● Yogurt with graham crackers or fruit

● Cheese with fruit or bread (for example, crackers or pitabread)

● Vegetables and dip (for example, hummus)

● Fresh or canned fruit packed in light syrup or water isalso acceptable. Be sure it is cut into small slices, notsmall circles

● Raw vegetable strips served with small amounts ofcream cheese. Avoid raw celery and carrots becausethey are a choking hazard

● Yogurt with fruit

● Yogurt dip with bananas

● Bagels with various soft cream spreads

● Quick breads or muffins made with carrots, zucchini,pumpkin, bananas, dates and squash (other fruits andvegetables may also be used)


Sample recipes Crunchy Carrot and Wriggly Raisin Salad

1 lb. carrots1 cup raisins½ cup sour cream (light)½ cup mayonnaise (light)1 tbsp. lemon juice1 tbsp. brown sugar½ tsp. salt

Vegetable peelerGraterMeasuring cupsMeasuring spoonsMixing bowlWhisk or eggbeaterWooden spoon

● Peel carrots and grate to measure 4 cups● Combine sour cream, mayonnaise, lemon juice, brown

sugar, and salt in bowl● Whisk ingredients in bowl● Stir carrots and raisins into bowl using spoon● Refrigerate before serving

Note: Because of their potential as a choking hazard, raisinsshould be served to children who are 4 years old or older.

Queen Bean Dip

1 (15-oz.) can black beans¼ cup water2 tbsp. lemon juice½ tsp garlic powder½ tsp ground cuminDash of saltDash of pepperTortilla chips

Can openerMixing bowlForkMeasuring cupMeasuring spoonsWooden spoon

● Open and drain can of beans● Empty beans into bowl● Mash beans with fork● Add water, lemon juice, garlic powder, cumin, salt, and

pepper● Mix with wooden spoon● Serve with tortilla chips

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Holy Moley … It’s Guacamole

2 large avocados (very ripe)1 scallion1 tomato1 tsp. lemon juiceDash of saltDash of pepper

Cutting board and (plastic)knifeMeasuring spoonsMixing bowlWooden spoon

● Peel avocados (start with plastic knife, then use fingers)● Chop avocados into small pieces and put into bowl● Chop scallions into small pieces and add to bowl● Chop tomato into small pieces and add to bowl● Add lemon juice, salt, and pepper● Mash and stir mixture with wooden spoon to combine

thoroughly

Don’t forget to sprout the avocado seed. Use toothpicks tosuspend each seed in a jar of water and watch them grow.

Snack ideas from Colker, J. (2005). The Cooking Book:Fostering Young Children’s Learning and Delight. Washington,D.C.: NAEYC.

For information on allergies, food safety and preparation,see

● “Canada’s 9 most common food allergies” in OCCResource Binder, A75-6

● “Severe Allergic Reactions” in OCC Resource Binder,A77-8

● “Foods to Avoid to Prevent Choking” in OCC ResourceBinder, A79

● “Food Handling Checklist” in OCC Resource Binder, A85

Look for further ideas at http://www.mommysavers.com/Articles/healthy_snacks_for_kids.htm


Songs and fingerplays

Five Fat PeasA counting fingerplay especially useful in the spring andsummer.

Five fat peas in a pea pod pressed(children hold hand in a fist)One grew, two grew, so did all the rest,(put thumb and fingers up one by one)They grew and grew(raise hand in the air very slowly)And did not stop,Until one dayThe pod went POP!(children clap hands together)

One Potato,Two Potato

One potato, two potatoThree potato, four,Five potato, six potato,Seven potato, more!

One, Two,Tie My Shoe

Nursery rhyme

1, 2 tie my shoe3, 4 shut the door5, 6 pick up sticks7, 8 lay them straight9, 10 a big fat hen

One Little Flower,One Little Bee

One little flower, one little beeOne little blue bird, high in the tree.One little brown bear smiling at me.One is the number I like,You see

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Five Cookies Action poem

Five little cookies in the bakery shop.Shinning bright with the sugar on top.Along comes (child’s name) with a nickel to pay.He/she buys a cookie and takes it away.(continue with four, three, two and one)

Monkeys On the Bed

Action poem

Five little monkeys jumping on the bed One fell off and bumped his head Mama called the doctor and the doctor said,“No more monkeys jumping on the bed!”

Four little monkeys jumping on the bed, three little monkeys jumping on the bed(and so on)

Ten Fingers A fingerplay

I have ten fingers (hold up both hands, fingers spread)And they all belong to me (point to self)I can make them do thingsWould you like to see? I can shut them up tight (make fists)I can open them wide (open hands)I can put them together place (palms together)I can make them all hide (put hands behind back)I can make them jump high (hands over head)I can make them jump low (touch floor)I can fold them up quietly (fold hands in lap)And hold them just so


Uno, Dos Y Tres A bilingual counting song in Spanish and English

Uno, dos, y tres,Cuatro, cinco, seis.Siete, ocho, nueve,Cuento hasta diez.La la la la la; La la la la la,La la la la la; La la la la la.La la la la la; La la la la la.One, two, and three,Four, five and six.Seven, eight, and nine,I count to ten.La la la la la; La la la la la.La la la la la; La la la la la.La la la la la; La la la la la.

Three Balls Action poem

Here’s a ball (make ball with thumb and index finger)And here’s a ball (make ball with other thumb and index)A great big ball, I see (put arms up and touch fingers over head)Shall we count them? Are you ready? One, two, three (make all three balls in succession)

OCC OPERATIONS MANUALNOTES

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