Operator Manual

Early Learning and Childcare Homes

Operator Manual
Early Learning and Childcare Homes
Operator Manual
Early Learning and Childcare Homes
Education and Early Childhood Development

Province of New Brunswick

P.O. Box 6000, Fredericton NB E3B 5H1 CANADA
www.gnb.ca

Printed version English: ISBN 978-1-4605-1505-1

Printed version French: ISBN 978-1-4605-1503-7
English PDF: ISBN 978-1-4605-1506-8
French PDF : ISBN 978-1-4605-1504-4

11720 | 2018.06 | Printed in New Brunswick

Table of contents
Section 1: Definitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Section 2: General Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.2 It is the law: what you need to know about the Early Childhood Services Act and Licensing Regulation
- Early Childhood Services Act. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.3 The purpose of the Operator’s Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.4 How changes are made to the manual. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.5 How the manual works. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.6 Operator responsibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.7 Child abuse and neglect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Section 3 : Inspections and Enforcement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.1 Legislative authority. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.2 Responsibilities of early learning and childcare licensing staff. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.3 Inspections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.3.1 Initial licensing inspection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.3.2 Annual licensing inspection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.3 Monitoring inspection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.4 Complaint and incident inspection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.4 Issuance of licence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.5 Order for compliance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.6 Probationary licence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.7 Review of decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.8 Waiting period after refusal or revocation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.9 Excluded services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 4 : Licensing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4.1 Classes of licensed facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4.2 Maximum number of children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
4.3 Application for a licence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.4 Application to renew a licence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
4.5 Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.6 Changes to a facility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.7 Relocation of an ELC home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4.8 Sale and closure of an ELC home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
4.9 Requirements of licensing partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Section 5: Staff Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
5.1 Qualifications and training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
 5.2 Checks and employability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
5.3 Alternate care provider. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
5.4 Confidentiality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Section 6: Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
6.1 Posting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
6.2 Records and documents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
6.2.1 Access and retention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
6.2.2 Financial records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
6.2.3 Child records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
6.2.4 Staff and associated persons records. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
6.2.5 Administrative records . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
6.3 Parent and guardian handbook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
6.4 Consent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
6.5 Incidents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
6.5.1 Incident log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
6.5.2 Incident reports. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Section 7: Programming and Daily Routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
7.1 Daily activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
7.2 Daily routine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
7.3 Digital technologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Section 8: Supervision and Child Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
8.1 Number of children and supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
8.1.1 Number of children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
8.1.2 Supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
8.1.3 School-age supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
8.2 Child guidance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Section 9: Early Learning and Childcare Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
9.1 Traffic area. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
9.2 Indoor environments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
9.2.1 Indoor play area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
9.2.2 Indoor play area materials and equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
9.2.3 Rest area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
9.2.4 Washroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
9.2.5 Storage space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
9.3 Outdoor environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
9.3.1 Outdoor play area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
9.3.2 Outdoor play area materials and equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Section 10: Safety and Well-being of Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
10.1 Access to a licensed facility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
10.2 Personal belongings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
 10.3 Diaper changing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
10.4 Medication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
10.5 Proof of immunization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
10.6 Prohibition of smoking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
10.7 Fire safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
10.7.1 Emergency evacuation plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
10.7.2 Emergency evacuation and fire drills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
10.7.3 General fire safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
10.8 First aid kit and telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
10.9 Transportation of children. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
10.10 Pools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
10.11 Trampolines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
10.12 Kitchen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
10.13 Hot beverages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Section 11: Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
11.1 Management of Illness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
11.2 Pets in the ELC home. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Section 12: Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
12.1 General information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
12.2 Foods and beverages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
12.3 Special dietary considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
12.4 Infant feeding and breastfeeding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
12.5 Meal and snack time environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
12.6 Information for parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Section 13: Extended Hour or Overnight Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Appendices Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Forms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Appendix 1 - C
 hild Profile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Appendix 2 - Consent Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Appendix 3 - Denial of Access. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Appendix 4 - Extreme Allergy Management and Emergency Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Appendix 5 - Essential Routine Services and Emergency Plan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Appendix 6 - Administration of Medication Consent and Record Form – On-going Treatment . . . . . . . . . . . 116
Appendix 7 - Administration of Medication Consent and Record Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Appendix 8 - A
 dministration of Acetaminophen Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Appendix 9 - Daily Information Sheet – 5 day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Appendix 9 - Daily Information Sheet – 7 day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Appendix 10 - Attendance Record – 5 day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Appendix 10 - Attendance Record – 7 day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
 Appendix 11 - Potential Illness Report Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Appendix 12 - Return after Exclusion Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Appendix 13 - Notice of Illness Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Appendix 14 - Managing Illness in ELC Facilities – Parent’s/Guardian’s Role. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Appendix 15 - Incident Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Appendix 16 - Emergency Evacuation and Fire Drill, Smoke Alarm, Smoke Detector and
Fire Extinguisher Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Appendix 17 - REMOVED (See link) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Appendix 18 - Social Development (SD) Record Check Consent Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Appendix 19 - Criminal Record Check and Vulnerable Sector Check Request Letter. . . . . . . . . . . . . . . . . . . . . . 133
Reference documents and additional information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Appendix 20 - Parent and Guardian Handbook Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Appendix 21 - Diaper Changing Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Appendix 22 - Equipment and Materials for School-age Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Appendix 23 - Educational Institutions with Recognized Early Childhood Education Programs. . . . . . . . . . 158
Appendix 24 - Maintaining a Scent Reduced Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Appendix 25 - Using Video Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Appendix 26 - Ideas for Healthy Snacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Appendix 27 - Menus and Recipes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Appendix 28 - Menu Planning Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Appendix 29 - Healthy Substitutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Appendix 30 - Serving Sizes for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Appendix 31 - Foods to Serve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Appendix 32 - Foods Not to Serve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Appendix 33 - Choking Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Appendix 34 - Infant Feeding Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Appendix 35 - CHEFS! Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Policies, standards and guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Appendix 36 - Public Health Inspection Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Appendix 37 - Guidelines for the Prevention and Control of Communicable Diseases in Early Learning
and Childcare (ELC) Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201

Throughout this manual, the word “parent” includes parents and guardians.

Acknowledgement

We would like to acknowledge the many resource materials and manuals from across Canada that were
consulted and referenced during the development of this manual.
Section 1: Definitions
Administrator: an individual appointed by an Educator assistant or support personnel:
operator to provide on-site supervision of the day- a staff member aiding in the integration of children
to-day activities of a facility, and includes an operator with additional support needs who may require
who carries out these duties assistance to participate in activities at the early
learning and child care facility
Alternate care provider: an individual chosen by
the operator to provide care for children in an ELC Extended hour services: services provided at a
home in the absence of the operator. This person licensed facility after 12 consecutive hours of services
may also be referred to as a staff member have been provided or after services have been
provided for five days in a week.
Applicant: an individual or corporation that submits
an application to operate a facility under the Early Facility: an early learning and childcare facility at
Childhood Services Act which services are provided (includes both ELC
centres and ELC homes)
Associated person: a person who is at least 18
years of age and resides in a facility but excludes Full-time early learning and childcare centre
an operator (full-time ELC centre): a licensed facility at which
services are provided for more than four continuous
Child: a person who is 12 years of age or under hours per day and three or more days per week to
Early Childhood Services Act (ECS Act or Act): the a group of children under subsection 7(2) of the
legislation that regulates licensed early learning and Licensing Regulation – Early Childhood Services Act
childcare in New Brunswick Infant: a child who is under 2 years of age.
Early learning and childcare home (ELC Home): a Licence: a licence issued under section 6 of the Act
licensed facility at which services are provided in a or renewed under section 12
home setting for more than four continuous hours
per day and three or more days per week to a group Licensee: an individual or corporation that operates
of children under subsection 7(4) of the Licensing a facility under the Early Childhood Services Act and
Regulation – Early Childhood Services Act may be referred to as operator

Early learning and childcare licensing staff (ELC Licensed facility: a facility for which its operator
licensing staff): an employee of the Department of holds a licence or a probationary licence
Education and Early Childhood Development who is
authorized under the Early Childhood Services Act to Minister: the Minister of Education and Early
inspect licensed early learning and childcare facilities. Childhood Development and includes any person
ELC licensing staff support licensees and applicants designated by the Minister to act on the Minister’s
to achieve and maintain compliance with licensing behalf
requirements and respond to complaints and serious Operator: an individual or corporation that operates
incidents reported about and by childcare facilities. a facility
Educator: an operator or a staff member of a full-time Overnight services: services provided at a licensed
or part-time early learning and childcare centre who facility between 8 p.m. and 6 a.m.
is at least 16 years of age and who works directly
with children

Operator Manual - Early Learning and Childcare Homes 1

Part-time early learning and childcare centre (part-
time ELC centre): a licensed facility at which services
are provided to one of the following groups:

(a) a group of children under subsection 7(3)(a)

of the Licensing Regulation for four
consecutive hours per day or fewer or for
fewer than three days per week, or

(b) a group of children under subsection 7(3)(b)

of the Licensing Regulation.
Preschool child: a child who is 2 years of age or over
and who is not yet attending school.

School-age child: a child who is attending school

Services: services related to the care, supervision

or development of a child which are provided by
a person other than the child’s parent or guardian

Staff member: a person who is employed in a facility,

and includes an administrator and a volunteer

Traffic area: hallways, entrances and other clearly

delineated spaces that link the rooms or that lead
outdoors

2 Education and Early Childhood Development

Section 2: General Information

2.1 Introduction
All early learning and childcare (ELC) facilities in New Brunswick must be licensed under the authority of
sections 3 and 4(1) of the Early Childhood Services Act. It is an offence to operate an ELC facility without a
licence issued by the Minister of Education and Early Childhood Development. The department is responsible
for the licensing, inspecting, ongoing monitoring, and investigating of ELC facilities.

2.2 It is the law: what you need to know about the Early Childhood Services Act
and Licensing Regulation - Early Childhood Services Act
The Department of Education and Early Childhood Development is responsible for the Early Childhood
Services Act which is enforced through the following three regulations;

• Licensing Regulation – Early Childhood Services Act,

• Childcare Subsidies Regulation – Early Childhood Services Act, and
• Programs for Children with Autism Spectrum Disorder Regulation – Early Childhood Services Act.

The Early Childhood Services Act and the Licensing Regulation – Early Childhood Services Act prescribe the
requirements that operators must follow in operating an early learning and childcare facility.

Together, the Act, regulation, policies and guidelines establish the mandatory rules of operation for all
licensed ELC facilities.

Operators are responsible for understanding their legal responsibility in operating an ELC facility. They
are required to ensure that the facility, as well as staff members (including volunteers), comply with the
Act and the regulations.

2.3 The purpose of the Operator’s Manual

This Manual is designed to help applicants and operators of ELC homes. When used in conjunction with
the Act and the regulations, this Manual will be an important point of reference. It should be noted that it
does not replace the Act or the regulations which set out the legal requirements for licensing. It provides
information about terms used in the Act and the regulations, how to apply for or renew an ELC facility
licence, as well as what is involved in the inspection and monitoring of ELC facilities.

This Manual will:

• inform operators of ELC facilities of their legal obligations under the Early Childhood Services Act and
Licensing Regulation – Early Childhood Services Act: http://laws.gnb.ca/en/ShowPdf/cs/E-0.5.pdf;
• inform operators of their responsibility to comply with the requirements of the Early Childhood
Services Act and Licensing Regulation – Early Childhood Services Act : http://laws.gnb.ca/en/ShowPdf/
cr/2018-11.pdf
• provide clarity on the intent of the Act and the Licensing Regulation – Early Childhood Services Act; and
• inform operators of required forms, guidelines and resources.

Operator Manual - Early Learning and Childcare Homes 3

2.4 How changes are made to the manual
With regulatory changes and as our knowledge and understanding of best practices in early childhood
education continuously grows, this manual will require updates. They will be posted on the website of the
Department of Education and Early Childhood Development:
www2.gnb.ca/content/gnb/biling/eecd-edpe.html

Operators will be advised of any updates made to the manual and will be required to ensure their copy is
always the most current one available.

2.5 How the manual works

The Manual is laid out in the following manner:

Legislation

• According to the topic of the section, segments of the Act and/or the Licensing Regulation – Early
Childhood Services Act are stated.

Intent

• Describes the purpose of the section of the Act and the regulations.

Indicators

• Identifies specific indicators of compliance to assist operators and applicants comply

with regulatory requirements in operating a licensed early learning and childcare facility.
Indicators are confirmed during inspections by three methods:
ŹŹ Observation – situations observed by ELC licensing staff during a site visit.
ŹŹ Documentation – information gathered by reviewing written documents (e.g., reviewing policies
and procedures, reviewing files and records).
ŹŹ Dialogue – confirmation of compliance obtained through discussion with operators.

What you need to know

• Provides information to enhance understanding of specific regulations.

• Describes the essential action and practice to assist operators to accomplish the requirements of
the regulation.
• Provides ideas and practices that are part of a quality ELC program.

Appendices

• Relevant appendices are located at the end of the manual and referenced in each section.

4 Education and Early Childhood Development

2.6 Operator responsibilities
An operator of an ELC home is responsible for the following:

• comply with the Act, the regulations and any other policies and guidelines as prescribed by the Minister;
• develop and implement operational policies, which must comply with the Act and the regulations;
• if using an alternate care provider, develop written personnel policies, including job descriptions, job
responsibilities and requirements;
• report suspected abuse and/or neglect directly to the Department of Social Development;
• ensure all information pertaining to checks with the Department of Social Development and criminal
record checks/vulnerable sector checks is kept confidential as required by section 55 of the Act;
• during hours of operation considers the home to be a business and agrees to follow regulatory
requirements that may not apply outside of childcare hours;
• ensure parents have the opportunity to visit the childcare facility any time during the hours of operation
to observe their child, program activities, the building, the grounds, and equipment without having
to secure prior approval; and
• ensure a variety of early learning opportunities are offered that value each child individually while
ensuring quality inclusive childcare practices which meet the needs of children and their parents.

2.7 Child abuse and neglect

In a suspected case of child abuse or neglect, operators must immediately inform the Department of Social
Development by calling 1-888-99-ABUSE (1-888-992-2873, in-province calls only), or After Hours Emergency
Services at 1-800-442-9799.

Operators do not need to prove that abuse or neglect has taken place, only that there is a suspicion. The
Department of Social Development will investigate as required. If operators are not sure of a situation, the
Department of Social Development may be contacted for direction.

Operators:

• know their responsibility to report under the Family Services Act;

• are familiar with the facility’s procedure and protocol for reporting suspected abuse or neglect;
• are aware of indicators of abuse or neglect;
• know what information to document;
• document any suspected abuse or disclosure in a factual, organized fashion;
• maintain confidentiality regarding disclosure;
• listen to the child, avoid asking leading questions – do not interview the child;
• report any suspected abuse to the Department of Social Development; and
• cooperate with investigation personnel.

Operator Manual - Early Learning and Childcare Homes 5

Section 3 : Inspections and Enforcement
3.1 Legislative authority
Section 2.01 of the Act provides the Minister the authority to establish policies and guidelines and section
63 provides the authority to make regulations governing the licensing and operation of ELC facilities.

3.2 Responsibilities of early learning and childcare licensing staff

Under section 27(1) of the Act, the Minister appoints inspectors (ELC licensing staff ) to enforce the Act and
Licensing Regulation – Early Childhood Services Act.

ELC licensing staff are comprised of the following three positions:

• Quality Assurance Monitor

• Inspector
• Investigator

ELC licensing staff:

• licence, inspect, monitor and investigate ELC facilities;

• assist applicants when applying to operate an ELC facility;
• provide consultation, guidance and support to operators; and
• respond to inquiries from the public.

3.3 Inspections
Section 22 of the Act establishes the legal authority to conduct inspections.

Inspections are conducted to prevent risk to and provide for the safety and security of children. During
inspections, relevant sections of the Act and the regulations are evaluated for compliance.

Once the inspection has been completed, ELC licensing staff will issue an Inspection Report, which provides
the results and details any non-compliance items. ELC licensing staff will review the report with the operator.
The inspection report is to be posted at the facility.

3.3.1 Initial licensing inspection

This inspection occurs when an application is made for the initial licence to operate an ELC facility. Its purpose
is to ensure compliance with the Act and the regulations. The inspection will be scheduled in advance by ECS
licensing staff. Before a licence is issued, several inspections of the premises are made to ensure compliance
with the Act and the regulations.

Operator Manual - Early Learning and Childcare Homes 7

3.3.2 Annual licensing inspection

Unannounced licensing inspections occur annually prior to the expiry of the facility licence. An application
for the renewal of a licence must be received at least 90 days prior to the expiry of the current licence to
indicate the operators’ intent to renew. If non-compliance items are identified, follow-up inspections may
be conducted and a licence is not issued until the ELC facility is in compliance with the Act and regulations.

3.3.3 Monitoring inspection

A monitoring inspection is an unannounced inspection to the ELC facility made throughout the year to assess
the facility’s compliance with the Act and the regulations. The length and detail of the inspection will vary
depending on the focus of the inspection and the facility’s compliance history. The number of inspections
within a 12-month period is based on the amount of follow-up necessary to achieve and maintain compliance.

3.3.4 Complaint and incident inspection

ELC licensing staff investigate complaints and incident reports received by the Department of Education
and Early Childhood Development. An unscheduled inspection may be conducted by an ECS coordinator,
who will gather information in regard to a complaint or incident that has been received.

ELC licensing staff may:

• review the facilities’ records and documents;

• take photographs; and/or
• interview parents, children or other relevant people.

ELC licensing staff must inform the operator of the allegations and may conduct investigations as considered
necessary without the consent of the operator.

ELC licensing staff will document the details of the investigation. If ELC licensing staff remove records, a
signed form outlining what has been removed and when it will be returned will be left with the operator.
The operator will be notified in writing of the outcome of the complaint or incident investigation and will
be provided with an opportunity to respond.

If the operator is required to take measures to remedy the non-compliance(s) as a result of the investigation,
ELC licensing staff will complete follow-up inspection(s) to confirm that the non-compliance(s) have been
remedied.

Depending on the nature of the incident, complaint or non-compliance, it may be necessary to notify
parents of the investigation. At the conclusion of the investigation, a final written report will be provided
to the operator. A letter will be sent to parents of the outcome.

Depending on the nature of the report, other departments, such as the Department of Social Development,
the local policing authority, Department of Health or Office of the Fire Marshal, may be involved in the
investigation.

8 Education and Early Childhood Development

3.4 Issuance of licence
Section 6 of the Act describes the issuance of a licence.

No person shall operate an ELC facility unless that person holds a licence.

Where an application has been received and the Minister is satisfied that the applicant or licensee, the
premises and the services are all in compliance with the Act and the regulations, a licence is issued for up
to one year.

The licence specifies:

• the operator and location of the facility;

• the class of licence;
• the maximum number and ages of children permitted;
• the expiry date; and
• any terms or conditions imposed on the licence.

3.5 Order for compliance

Section 28 of the Act provides the authority to the Minister to issue an order for compliance when an
inspection determines that the facility is not being operated or maintained in compliance with the Act,
regulation or its licence.

An order for compliance is issued as part of the inspection report and contains the following:

• details as to the facility’s lack of compliance with the relevant sections of the Act and regulations;
• the regulation number, the regulation wording, the details of the violation;
• the changes required to bring the facility into compliance with the Act and regulation; and
• compliance dates based on the nature and severity of the non-compliances.

As part of the inspection report, the order for compliance is posted at the facility entrance for parents and
visitors to see.

Failure to comply with the compliance order may result in the suspension or a recommendation for the
removal of the facility’s licence.

ELC licensing staff verify compliance with the order by conducting monitoring inspections to the facility.

3.6 Probationary licence

Section 29 of the Act gives the Minister the authority to suspend the licence and issue a probationary licence
to the operator in the following circumstances:

29(1)(a) the Minister is of the opinion the facility is not being operated or maintained in
compliance with this Act, the regulations, its licence or a provision of any other Act prescribed
by regulation; or

Operator Manual - Early Learning and Childcare Homes 9

 29(1)(b) the Minister has reasonable grounds to believe that the operator knowingly made a
false statement in an application under section 5 or 11 or in a document or record required to
be maintained or filed under this Act or the regulations.

A probationary licence:

• indicates there are significant areas of non-compliance in meeting the requirements of the Act and
the regulations;
• is valid for no more than three months and cannot exceed the unexpired term of the suspended
licence. For example, if the suspended licence expires in two months, the probationary licence
would expire in two months as well.

In addition to the items shown on a licence, the probationary licence details:

• the non-compliance(s) resulting in the probationary licence;

• the corrective measures the operator must take to remedy the non-compliance(s); and
• the time within which the operator must comply.

Once a facility has met the conditions of the probationary licence, the licence will be reinstated, not to
exceed the remainder of the term of the reinstated licence. This means that, for example, if the reinstated
licence expires on June 30, the expiry date remains June 30.

If an operator fails to complete the corrective measures indicated on the probationary licence, the Minister
may:

• refuse to reinstate the suspended licence; or

• renew the probationary licence for one additional period of no more than three months if the
failure to comply was due to reasons beyond the operator’s control.

3.7 Review of decision

Sections 33, 34, 35 and 36 of the Act provide the authority for a licensee or applicant to request a review
of a decision. It is stated that where an operator disagrees with a licensing decision or action, a request for
the review of the decision is made on a form provided by the Minister. The following decisions are eligible
for review:

• the refusal of an application for a licence;

• the refusal of an application for the renewal of a licence;
• a decision to issue a probationary licence; and
• a decision to refuse to reinstate a suspended licence.

Requests for review must be received by the Minister within 10 days of issuance of the decision. The Minister
shall complete the review of a decision within 15 days after the request for the review is received by the
Minister.

In the case of a licensed facility, the facility may continue to operate while the request for review is being
evaluated.

10 Education and Early Childhood Development

3.8 Waiting period after refusal or revocation
Section 15 of the Act states there is a length of time a person must wait before they may reapply for a licence
when one has been refused or revoked. Section 19 of the Licensing Regulation – Early Childhood Services Act
establishes this period as three years.

3.9 Excluded services

Section 2.4 of the Act outlines services that do not require a licence to operate. Examples of excluded services:

• drop-in programs where parents are present onsite, such as those offered by family resource centres,
fitness centres and multi-cultural associations;
• a recreational, sports, artistic or other single-focus program that does not have a care component;
• services that are provided on a seasonal basis or for not more than ten weeks in a calendar year.

Operator Manual - Early Learning and Childcare Homes 11

Section 4 : Licensing

4.1 Classes of licensed facilities

Licensing Regulation – Early Childhood Services Act

7(1) The classes of licensed facilities are as follows:

(a) a full-time early learning and childcare centre;

(b) a part-time early learning and childcare centre; and
(c) an early learning and childcare home.

7(2) Only one of the following groups of children shall receive services at a full-time early learning and
childcare centre:

(a) more than three infants, including the children of the operator;
(b) more than five preschool children, including the children of the operator; or
(c) more than six children, including the children of the operator, if the children are from more than
one of the following groups:

(i) the group described in paragraph (a);

(ii) the group described in paragraph (b); and
(iii) school-age children.

7(3) Only one of the following groups of children shall receive services at a part-time early learning and
childcare centre:

(a) more than five preschool children, including the children of the operator; or
(b) more than nine school-age children, including the children of the operator.

7(4) Only one of the following groups of children shall receive services at an early learning and childcare
home:

(a) three infants, including the children of the operator;

(b) five preschool children, including the children of the operator;
(c) nine sch o o l-age ch ildren, inc l u ding the c hil dren o f the o perato r ; o r
(d) six children, including the children of the operator, if the children are from more than one of
the groups described in paragraphs (a) to (c).

7(5) The group referred to in paragraph (4)(d) shall include at least one school-age child and shall not
include more than two infants.

7(6) The number of children under subsections (2) to (4) means the number of children receiving services
at any one time during operating hours.

Operator Manual - Early Learning and Childcare Homes 13

Intent

To distinguish the different classes of licensed facilities, based on services provided, the ages of the children
and the hours of the service.

What you need to know

The term “licensed facility” refers to the following types of classes:

A full-time early learning and childcare centre (full-time ELC centre):

• provides childcare services for:

ŹŹ four or more infants;
ŹŹ six or more children of the ages two to five; or
ŹŹ seven or more children where the children are a mix of infants, preschool and school-age.
• operates more than four continuous hours per day;
• operates three or more days per week.

A part-time early learning and childcare centre (part-time ELC centre):

• providing services to preschool children:

ŹŹ operates four or less continuous hours per day or fewer than three days per week;
ŹŹ may offer two sessions, each less than four continuous hours, within the same day, to different
groups of children; and
ŹŹ may be known as preschools or pre-kindergarten programs.
• providing services to school-age children:
• operates before and after regular school operating hours, or when schools are closed temporarily,
or as per the school calendar.

An early learning and childcare home (ELC home) operates:

• in an individual’s home.
• more than four continuous hours per day.
• three or more days per week.

Regulatory requirements depend on the class of licensed facility. Examples:

• ELC centres are measured for usable indoor and outdoor play areas.
• requirement for annual fire and health inspections apply to ELC centres.
• ELC homes do not require a fenced outdoor play area.
• ELC homes operate their services within the family living space.

4.2 Maximum number of children

Licensing Regulation – Early Childhood Services Act

8(1) The maximum number of children who may receive services at a facility as indicated on the licence
of the facility under paragraph 6(4)(d) of the Act means the maximum number of children receiving
services at any one time during operator hours.

14 Education and Early Childhood Development

Intent

Establishing a maximum number of children permitted per licence helps to ensure the health and safety
of children.

Indicators

1. The number of children in attendance is at no time greater than the number stated on the licence.

What you need to know

The maximum number of children who may be present at the ELC home at any given time is recorded on
the licence.

Two or more part-time children may share the same licensed space, as long as they are not present or in
attendance at the facility at the same time.

The maximum number of children permitted includes those of the operator who are under 12 years of age.

4.3 Application for a licence

Licensing Regulation – Early Childhood Services Act

4(1) For the purposes of subsection 5(2) of the Act, an application for a licence shall be accompanied by
the following documents:

(a) a copy of the articles of incorporation under section 3 of the Business Corporations Act, if applicable;
(b) proof of compliance with the applicable municipal by-laws;
(c) a copy of the Certificate of Insurance as proof of the insurance policy referred to in section 15
or a statement from an insurer of an intention to provide the Certificate of Insurance;
(d) an operational plan consisting of
(i) a description of the services that will be provided and the measures that will be taken to
implement those services,
(ii) a statement of services for a parent or guardian of a child who will receive services; and
(iii) weekly menus;

(e) a criminal record check or vulnerable sector check, as the case may be, conducted on the applicant
and a criminal record check conducted on any associated persons, issued during the previous
three months;
(f ) a check with the Department of Social Development conducted on the applicant and any
associated persons and issued during the previous three months;
(h) if the facility is an early learning and childcare home,
(i) an unofficial plan of the premises, including the outdoor play area, and
(ii) a copy of the well water inspection certificate, if applicable.

4(2) For the purposes of subsection 5(2) of the Act, the fees are as follows:

(a) $100 for a licence to provide services at an early learning and childcare home;

Operator Manual - Early Learning and Childcare Homes 15

Intent
An application for an ELC facility licence is used to determine if the applicant, the premises, and the ser-
vices meet the requirements of the Early Childhood Services Act and Licensing Regulation – Early Childhood
Services Act.

Indicators

1. The completed application contains all required documents as listed in regulation 4(1).
2. The application is signed.
3. The application fee is paid.

What you need to know

The licensing process is not initiated until all forms are completed and all documents are received.

Applicants should carefully review the application form and all required documentation prior to submission.
Incomplete application forms will be returned, impacting the time required for completion of the licensing
process.

ELC licensing staff reviews the documents once the application is received, and works with the applicant
until all licensing requirements are met.

An ELC facility application package is available at the Department of Education and Early Childhood
Development’s website.

No person under the age of 19 can apply for a licence to operate an ELC facility.

Operators of licensed ELC facilities must comply with all relevant municipal by-laws, including zoning by-laws.
Applicants must check what other by-laws are applicable to their facility (for example, building inspections
and parking requirements).

Applicants must provide proof of liability insurance stating they have the appropriate insurance to operate
an early learning and childcare home in their residence.

The Department of Health states the following for well water inspection requirements:

• Bacteriological testing
Water from private water supplies should be routinely tested twice a year for Total Coliform and E.coli
when the water supply is most at risk- after the spring thaw and during the autumn rainy season.
Testing should be done even if there are water treatment devices installed on the water system.

Water should be re-tested after any event that could have affected the microbial safety of the
water supply, for example a sewage back-flow in the area of the well, or a flood. The water
should also be re-tested if there is a change in the appearance, taste or odour of the water.

• Inorganic testing
Private water supplies should also be tested for inorganic compounds such as arsenic, uranium,
fluoride and nitrates. Rock formations that make up the earth’s crust are rich in natural deposits

16 Education and Early Childhood Development

 of such compounds. Ground water that has traveled through these rock formations could have
high levels of these compounds.

Inorganic analysis on private water supplies should preferably be done every two to three
years, or more often if previous sampling of water showed levels of compounds near the health
advisory levels.

More information on well water requirements is available at: http://www2.gnb.ca/content/gnb/en/

departments/ocmoh/healthy_environments/content/testing_private_watersupplies.html

Plans of ELC homes are not required to be drawn to scale however, they are to provide a clear floor plan
of the individual’s home and the outdoor play space indicating the areas that will be used by the children.

Fees are submitted with the application, payable to the Minister of Finance and are non-refundable. Cash
is not accepted as a form of payment.

Names of ELC facilities must be confirmed by ELC licensing staff prior to operators using. Names chosen
must not be the same as an existing facility operating within the province.

Operators may also verify their business name with the Corporate Registry at Service New Brunswick to
ensure that no other business has the same name. Names can only be registered with SNB once they have
been approved by the Department of Education and Early Childhood Development.

No advertising for childcare registration occurs during the licensing process unless the advertisement states that
an application for a licence has been made to the Department of Education and Early Childhood Development.
An application is inactive when the applicant has had no contact with departmental staff for six months
or longer. If this occurs, the file is closed. To re-activate the file, the applicant is required to submit a new
application.

ELC licensing staff contacts the applicant to schedule the licensing inspections. This is the only time that
visits are scheduled; once a facility is licensed, all inspections are unannounced.

A licence may be issued with terms and conditions detailing operating requirements, such as being approved
for extended hours.

4.4 Application to renew a licence

Licensing Regulation – Early Childhood Services Act

6(1) An application for the renewal of a licence shall be made at least 90 days before the expiration date
of the licence.

6(2) For the purposes of subsection 11(2) of the Act, an application for the renewal of a licence shall be
accompanied by the following documents:

(a) a copy of the Certificate of Insurance as proof of the insurance policy referred to in section 15;
(b) if the facility is an early learning and childcare home, a copy of the well water inspection certificate,
if applicable.

Operator Manual - Early Learning and Childcare Homes 17

6(3) For the purposes of subsection 11(2) of the Act, the fees are as follows:

(a) $75 for a licence to provide services to up to 25 children;

Intent

An application to renew a licence for an ELC facility is used to determine if the licensee, the premises and
the services meet the requirements of the Early Childhood Services Act and Licensing Regulation – Early
Childhood Services Act.

Indicators

1. The completed renewal application contains all required documents as listed in regulation 6.
2. The application is signed.
3. The licensing fee is paid.

What you need to know

At least 120 days before a licence expires, operators receive a renewal application form which must be
submitted to the Quality Assurance Monitor at least 90 days prior to the expiry of the current licence. This
is the operator’s formal request to renew their licence.

If the submitted renewal application is incomplete or the required documentation is missing, the renewal
process will be delayed. The licensing process will not be initiated until all forms are complete and all
documents are received.

ELC licensing staff reviews the documents once the application is received, conducts unannounced inspection
visits and works with the licensee until all licensing requirements have been met.

The operational plan is reviewed yearly, and any changes are submitted with the renewal application.

Fees are payable to the Minister of Finance and are non-refundable. Cash is not accepted as a form of payment.

To ensure compliance to the Early Childhood Services Act and the Licensing Regulation – Early Childhood
Services Act, several inspection visits may be conducted before a licence is issued. The licence is renewed if
the licensee, premises and services meet the requirements of the Early Childhood Services Act and Licensing
Regulation – Early Childhood Services Act.

A licence may be issued with terms and conditions detailing operating requirements, such as being approved
for extended hours.

4.5 Insurance
Licensing Regulation – Early Childhood Services Act

15 An applicant for a licence or a licensee shall obtain and maintain insurance that includes the following:

(a) general liability insurance for the benefit of the operator and staff members; and
(b) motor vehicle insurance if children receiving services at the licensed facility will be transported
in a motor vehicle by or on behalf of the operator.

18 Education and Early Childhood Development

Intent

Applicants and licensees have appropriate and adequate insurance coverage that protects the business,
the operator, and public.

Indicators

1. There is a current insurance policy that includes general liability coverage.

2. The insurance policy shows coverage for all vehicles owned by the operator and used to transport children.

What you need to know

A minimum of $2 million in comprehensive general liability coverage is recommended.

Insurance coverage protects against legal action brought by third parties where bodily injury or property
damage is alleged to have occurred, including coverage for excursions away from the facility.

Operators must provide proof of liability insurance stating they have the appropriate insurance to operate
an early learning and childcare home in their residence. Insurance must be reviewed and updated annually
or as required (ex: if the operator relocates).

Operators ensure that liability coverage is in place for:

• walks and/or other outings off the property; and

• times when children are under the care of an alternate care provider.

If operators are transporting children in their own personal vehicles, proof of appropriate and adequate
automobile insurance is required. If parents are transporting children other than their own, proof of
appropriate and adequate automobile insurance should be verified.

In consultation with an insurance carrier, appropriate coverage is to be obtained before any outings out of
the ordinary; for example, a trip out of the local area, or an outing on a recreational vehicle, such as a boat.

4.6 Changes to a facility

Licensing Regulation – Early Childhood Services Act

28(1) An operator of a licensed facility shall not change the allocation of space used to provide services
or add to or alter any building or facility or any part of them unless the Minister has approved the
changes in writing.

Intent

To ensure that children are safe, no changes are made to the use of any space at the facility without approval
of the Minister.

Indicators

1. There are no changes to the approved indoor and outdoor play areas since the last inspection.

Operator Manual - Early Learning and Childcare Homes 19

What you need to know

Only approved space, indoors and outdoors, is used for regular activities.

Any change to services offered or premise use must be approved by ELC licensing staff. For example,
when:

• adding a new age group;

• changing infant rest area, etc.

An Application for Changes form must be completed and forwarded to the Quality Assurance Monitor prior
to any changes to the facility.

Parents are notified prior to any changes being made to the facility.

Renovations

ELC licensing staff is advised of any physical or structural changes to the premises prior to renovation.

ELC licensing staff determine how the renovation will affect the childcare operation and if service and/or
licensing changes need to be made during renovations.

Parents are informed 30 days prior to the start of renovations to allow them to deal with concerns such as
allergies and disruption of services.

4.7 Relocation of an ELC home

Early Childhood Services Act

16 A licensed facility may be operated only at the premises specified in the licence issued to its operator.

Intent

Services may only be provided at the location as identified on the licence.

What you need to know

Licences are not transferable to another location. For example:

• If a licensed ELC home wishes to relocate, an application must be received for a new location as the
existing licence is only for the current address.

To relocate a licensed ELC home, the operator must submit:

• an application for changes form at least 60 days in advance;

• proof of compliance with the applicable municipal bylaws;
• an unofficial plan of the premises including the outdoor play area; and
• a copy of the well water inspection certificate, if applicable.

Parents are advised in writing (email or letter) 30 days in advance of the relocation.

20 Education and Early Childhood Development

Prior to operating in the new location, ELC licensing staff conducts an inspection.

Based on the suitability of the new premises, licensing at a new location is not guaranteed.

In the event of an unforeseen circumstance, such as fire or flood, operators are to consult immediately with
ELC licensing staff.

4.8 Sale and closure of an ELC home

Early Childhood Services Act

8 A licensee may not transfer or assign a licence to another person.

Intent

As each applicant must be verified suitable to operate a licensed facility, licences cannot be transferred to
another person.

What you need to know

Licences are not transferable from one operator to another.

When an ELC home is sold and the new owner intends to operate a licensed facility, the new homeowner
must submit an application as per section 4 of the Licensing Regulation – Early Childhood Services Act. Prior
to a licence being issued, the applicant must meet all requirements of the Early Childhood Services Act and
Licensing Regulation – Early Childhood Services Act.

ELC licensing staff is advised by submitting the Application for Changes form a minimum of 60 days prior
to the sale of the facility.

Parents of children enrolled at the facility are informed of the change 30 days in advance.

When a facility is closing permanently, an Application for Changes form must be submitted to ELC licensing
staff and parents notified at least 30 days in advance.

4.9 Requirements of licensing partners

Licensing Regulation – Early Childhood Services Act

28(3) The premises of a licensed facility shall comply with

(a) lighting, ventilation and other general health standards under the Public Health Act; and
(b) codes and standards under the Fire Prevention Act.

Intent

The Public Health Act and the Fire Prevention Act and their respective standards and regulations are followed
to ensure the health, safety and security of the operator and children.

Operator Manual - Early Learning and Childcare Homes 21

Indicators

1. At initial licensing, a statement of compliance from a fire prevention officer has been received.
2. Facility complies with applicable standards under the Public Health Act and the Fire Prevention Act.

What you need to know

Prior to receiving an initial licence to operate an ELC home, the Office of the Fire Marshal, or designate, will
conduct an inspection of the home. This will be a one-time inspection prior to licensing.

It is important for operators of early learning and childcare homes to be aware of fire and life safety issues
and this inspection process will help operators provide a safe environment for children.

While all licensed operators are required to comply with the Fire Prevention Act, this inspection will ensure
the safety of the premises, equipment is intact and operators are prepared and understand their role in fire
prevention.

Upon application for an early learning and childcare home licence, once suitability of the applicant has
been confirmed by EECD (in accordance with the Licensing Regulation – Early Childhood Services Act), the
Office of the Fire Marshal, or designate, will be advised in writing by ELC licensing staff regarding a request
to inspect the home.

The early learning and childcare home operator is required to comply with the requirements determined at
inspection and a written recommendation for licensing will be shared with EECD. Until this recommendation
is received, licensing cannot proceed.

The following is a list of requirements an early learning and childcare home must meet at initial licensing:

• interconnected smoke alarms (hardwired or wireless) on each floor level and any rooms where infants
are located;
• 2A-10BC fire extinguisher on any level where children may be located;
• fire safety plan including an off-site location where children can be taken in the event of a fire;
• flame spread ratings of interior wall and ceiling finishes shall not exceed 150. Gypsum board, plaster
or similar fire rated material meets this requirement;
• at least two means of escape must be provided, one of which needs to be a door or stairway providing
travel to the outside of the building at grade level. The second means of escape is permitted to be
a window.
• spaces used below the exit discharge (basement) must have two means of escape, at least one means
of escape that discharges directly to the exterior from the floor level or by a stairway with a vertical
travel not more than 2.44 m. The second means of escape may be a window.
• windows used as the second means of escape shall provide an unobstructed opening of not less than
0.35 m2 in area, with no dimension less than 380 mm. A structure must be provided to allow access
from the floor to the window.
• step stools are an acceptable option to gain access to escape windows. Ladders of any kind however are
not acceptable. The step stool provides a wide secure platform which gives the person a good secure
platform to step onto. Important to note - step stools would have to be secured to the floor or wall in
a way to prevent them from moving while they are being used. The manufacturer’s recommendations
would have to be respected in the use of the step stool.

22 Education and Early Childhood Development

 • hard wired or plug in emergency lighting with battery backup, in the area the facility operates.

Public Health Inspectors from Health Protection Services are not required to conduct an inspection of an
ELC home for licensing. However, they may be asked to conduct an inspection where ELC licensing staff
request one.

Operator Manual - Early Learning and Childcare Homes 23

Section 5: Staff Requirements

5.1 Qualifications and training

Licensing Regulation – Early Childhood Services Act

11 The qualifications and training requirements for administrators and educators are as follows:

(a) an administrator or an educator must hold a valid first aid certificate and a valid cardiopulmonary
resuscitation certificate;
(b) an administrator or an educator who does not hold a one-year Early Childhood Education
Certificate, or training that is equivalent in the opinion of the Minister, must have successfully
completed the Introduction to Early Childhood Education course ;

Intent

Trained and qualified operators and alternate care providers help to ensure quality services for the safety,
security, learning and development of children.

Indicators

1. Operator and alternate care provider’s records include a copy of a valid first aid certificate and a valid
cardiopulmonary resuscitation (CPR) certificate.
2. First aid certificates are not expired.
3. All operators have successfully completed the Introduction to Early Childhood Education Certificate or
hold an Early Childhood Education Certificate.

What you need to know

A copy of the operator and alternate care provider’s qualification certificates are retained in their staff file.
Operators may choose to post a copy of their training certificates, diplomas or degrees.

First Aid and CPR

For the purpose of 11(a) of the Licensing Regulation – Early Childhood Services Act, a valid first aid certificate
is from a course recognized by WorkSafeNB and includes:

• A 16-hour Standard First Aid with CPR Level C certificate issued from a recognized provider such as:
ŹŹ Work Place Standard First Aid and CPR Level C; or
ŹŹ Standard Childcare First Aid and CPR Level C.

A 16-hour first aid course is taken every three years to renew.

Recognized first aid providers:

• WorkSafeNB: www.worksafenb.ca/docs/firstaidproviders_e.pdf

Operator Manual - Early Learning and Childcare Homes 25

Early Childhood Education (ECE)

For a list of educational institutions with recognized ECE programs please see Appendix 23.

Introduction to Early Childhood Education On-line Course

Educators without formal post-secondary Early Childhood Education training are required to register for the
Introduction to Early Childhood Education on-line course. The course is provided at no cost to educators
and is monitored by an EECD facilitator.

Operators register as soon as they are licensed, operators may contact the quality assurance monitor for
more information. A confirmation email will then be sent and is to be placed in their staff file for verification
that the operator is waiting for a vacancy in the online course.

During inspections, ELC licensing staff will verify that the operator has registered for the training and is
waiting for a vacancy in the online course.

Operators are notified as soon as a vacancy becomes available. Once formally enrolled, operators are provided
with on-line access information as well as a user name and password connecting them to the course content.

5.2 Checks and employability

Licensing Regulation – Early Childhood Services Act

12(1) An operator of a licensed facility shall obtain a criminal record check or a vulnerable sector check, as
the case may be, and a check with the Department of Social Development at least every five years.

12(2) An operator of a licensed facility shall ensure that a criminal record check or a vulnerable sector
check, as the case may be, and a check with the Department of Social Development is conducted
on each individual before he or she becomes a staff member.

12(3) An operator of a licensed facility shall ensure that a criminal record check or a vulnerable sector
check, as the case may be, and a check with the Department of Social Development is conducted
on each staff member and associated person at least every five years.

12(4) A check with the Department of Social Development in respect of an individual shall contain the
following information:

(a) if a court has made an order based on a finding that the individual has endangered the security
or development of a child as described in paragraphs 31(1)(a) to (g) of the Family Services Act;
(b) if a court has made an order based on a finding that the individual has endangered the security
of another person as described in paragraphs 37.1(1)(a) to (g) of the Family Services Act;
(c) if the Minister of Families and Children has made a finding as a result of an investigation under
the Family Services Act that the individual has endangered the security or development of a child
as described in paragraphs 31(1)(a) to (g) of that Act; and

26 Education and Early Childhood Development

 (d) if the Minister of Families and Children or the Minister of Seniors and Long-Term Care, as the case
may be, has made a finding as a result of an investigation under the Family Services Act that the
individual has endangered the security of another person as described in paragraphs 37.1(1)(a)
to (g) of that Act.
12(5) An operator of a licensed facility shall maintain a copy of the checks under subsections (1), (2) and
(3) at the licensed facility.

13(1) An operator of a licensed facility may employ or otherwise engage a person as a staff member if the
person has been convicted of an offence under section 253 of the Criminal Code (Canada) but that
staff member shall not transport any child in a motor vehicle while acting in the course of his or her
employment for five years after the date of his or her conviction.

13(2) An operator of a licensed facility shall not employ or otherwise engage a person as a staff mem-
ber if the person

(a) has been convicted of an offence listed in Schedule B for which a pardon has not been granted
or in respect of which a record suspension has not been ordered, or
(b) has been identified by a check with the Department of Social Development under paragraphs
12(4)(a) to (d).

Intent

Protection of children from persons who may have a criminal record as listed in Schedule B of the licensing
regulation, or a contravention with the Department of Social Development is critical.

Verifying the results of operators, alternate care providers and any individual 18 years and older living
in the home, criminal record checks/vulnerable sector checks and checks with the Department of Social
Development helps to ensure the safety and security of children.

Indicators

1. Operators, alternate care providers and any individual 18 years and older living in the home, have files
which contain a copy of an initial check with the Department of Social Development and a criminal
record check/vulnerable sector check which are renewed at least every five years.
2. Checks with the Department of Social Development and criminal record checks/vulnerable sector checks
verify that alternate care providers are not hired with contraventions or convictions.

What you need to know

A staff member means an operator, alternate care provider and volunteer.

Students on practicum placements and parents who are volunteering at the facility attended by their children:

• are not required to have a check with the Department of Social Development or a criminal record
check/vulnerable sector check; and
• must never be left alone with children.

Before operators are granted a licence to operate, they must have completed a check with the Department
of Social Development and a criminal record check/vulnerable sector check.

Operator Manual - Early Learning and Childcare Homes 27

A check with the Department of Social Development may also be referred to as “SD Record Check.”

Any adult 18 years and over living in the home must complete the following checks:

• criminal record check

• check with the Department of Social Development

All required checks must be completed before any new resident moves into the licensed ELC home.

Any regular visitors/volunteers at the ELC home may be required to have completed a criminal record check
and/or check with Social Development.

The procedure for obtaining an Social Development (SD) Record Check is as follows:

• operators must complete the SD Record Check Consent Form (Appendix 18). Forms which are not
completed properly will not be processed. Forms that are not clear will be returned;
• the completed form is forwarded to the Department of Social Development to the address on the
top of the form;
• generally, the results will be returned to the operator within two weeks or sooner if possible;
• the results of the SD Record Check must be maintained in the operators file;
• if a contravention is indicated, an operator may request a review of the decision through the Department
of Social Development if at least three years have passed since the most recent contravention;
• Social Development record checks are to be done at least every five years.
• The process is slightly different when applying for a licence and it is explained in the Licence
Application Guide.

How to complete the form:

• The form must be completed in full.

• In the field “Return to”, indicate the email address or fax number where the results should be sent.
• Complete the box at the top right of the form indicating the reason for the request. The following
boxes must be chosen when requesting an initial check or renewal check (after 5 years).

Initial check Renewal check

m Initial check m Five year renewal
For operators
m Owner/Operator m Owner/Operator
m Initial check m Five year renewal
For residents 18 years and over
m Other m Other
For alternate care providers/volunteers m Initial check m Five year renewal

• Complete the information about the facility: name of agency/service (facility), fax number, address
and telephone number.
• Complete the required information regarding the applicant (person requesting the check): name,
date of birth, address, etc.
• Sign and date the bottom of the consent form.

28 Education and Early Childhood Development

The procedure for obtaining a criminal record check/vulnerable sector check is as follows:

• operators are responsible to obtain a criminal record check/vulnerable sector check from the local
police agency;
• some police agencies require a letter requesting a criminal record check/vulnerable sector check be
completed. In the case of an operator or new applicant this can be obtained from the regional office of
Early Learning and Childcare,
• Once the ELC home is operating, in the case where an associated person, alternate care provider or
volunteer requires a check, the operator may provide the letter. See Appendix 19 for an example.

Operators should request their updated check with the Department of Social Development and criminal record
check/vulnerable sector check four to six months prior to the expiration date of the current checks.

Staffing information is available for review by departmental staff at all inspection visits.

5.3 Alternate care provider

Operators of ELC homes are responsible for the ELC home and its services; they may, however, delegate their
authority to an alternate care provider in their absence but the responsibility still rests with the operator.

An alternate care provider is anyone other than the operator who provides direct care for children in the early
learning and childcare home. By definition, anyone providing direct care to the children is a staff member
and must meet all staff requirements including current first aid and CPR training and the required checks.

Alternate care is intended to be used in the following situations:

• operator vacation
• operator or family medical/dental appointments that can’t be scheduled outside of operating hours
• operator illness
• professional development
• operator or family emergencies
• operator or family responsibilities (e.g. school functions of operator’s children)

Operators must:

• ensure alternate care providers are at least 19 years of age;

• leave written instructions about each child’s eating and sleeping habits;
• provide written information on each child’s medication, food allergies and medical conditions;
• ensure alternate care provider is aware of any parental custody arrangements;
• maintain a written record of each time an alternate care provider is used;
• when possible, notify parents in advance of the use of an alternate care provider; and
• use a consistent alternate care provider whenever possible.

Operators should provide an Alternate Care Provider Handbook which includes the following:

• layout of the home, including any areas that are not accessible to children
• how to use safety locks and gates
• daily routine and activity plans
• required forms

Operator Manual - Early Learning and Childcare Homes 29

 • child guidance policy
• confidentiality policy
• general health policies
• emergency evacuation and fire drill procedures
• location of fire extinguishers
• policy for children who are ill
• emergency numbers and procedures, including the children’s information files

Alternate care providers must:

• be aware of the children’s needs and routines such as feeding, toileting, and diapering.
• know the operator’s return time and how to contact the operator if necessary.
• be informed about children’s food allergies before preparing and serving their food.

The alternate care provider should visit the ELC home when the operator is there to have an opportunity
to become familiar with the children, parents and routines.

Signed statements indicate that alternate care providers have read and understand their responsibility in
respect of the:

• Early Childhood Services Act; and

• Licensing Regulation - Early Childhood Services Act.

5.4 Confidentiality
Early Childhood Services Act

55(1) Despite the Right to Information and Protection of Privacy Act, other than the provisions of that Act
relating to the collection, use or disclosure of personal information in the context of an integrated
service, program or activity of a public body, all information acquired by the Minister or another
person in relation to any person or matter under this Act, whether of a documentary nature or
otherwise, is confidential to the extent that its release would tend to reveal personal information
about a person identifiable from the release of the information.

55(6) Except as otherwise provided in this Act or in accordance with section 30 of the Family Services Act,
an operator, an owner of an agency, a person in charge of an agency, a staff member of a facility
and an employee of an agency shall not release, or permit or cause to be released, confidential
information without the consent of the person from whom the information was obtained and the
person to whom the information relates.

Intent

Confidentiality is maintained to protect the child, family and operator.

Indicators

1. A confidentiality policy is in place and in discussions it is evident that the operator understands their
responsibilities in maintaining privacy.

30 Education and Early Childhood Development

2. Informed written consent is obtained before releasing to third parties any identifiable information on
the child or family, including social media (for example, posting pictures to Facebook).

What you need to know

Operators must:

• treat child records confidentially;

• require written consent from the person involved or, in the case of a child their parents, before releasing
personal identifying information pertaining to, children attending the facility or their family;
• make all records available to authorized departmental staff, on request; and
• develop clear written policies about confidentiality.

Considerations for confidentiality policy:

• Discussions regarding confidentiality policies take place with parents prior to the child’s enrolment.
• Questions from parents concerning other parents, including those who may have separated, or other
children are not encouraged or answered.
• Speaking about a child, in the presence of other children, is never appropriate. Pick the right time
and place for this kind of conversation to avoid being heard.
• Children’s records are only accessible to authorized persons.

Alternate care providers must sign the written confidentiality policy and only have access to information
they need to care for a child.

Family members (16 years of age and over), students on practicum placements and regular visitors to the
home, should know, understand and sign the written confidentiality policy, indicating that they will follow
the policy.

Pictures and videos of children are not stored on operators’ personal recording devices, such as telephones,
electronic tablets and cameras. Operators are encouraged to purchase cameras for use within the facility.

Non-payment of childcare fees is not personal-identifying information. Information about payment patterns
of a family may be released to the operator of another facility.

The Personal Information Protection and Electronic Documents Act (PIPEDA) should be consulted as it is a
federal act that applies to the private sector.

For further information:

• Office of the Privacy Commissioner of Canada (The Personal Information Protection and Electronic
Documents Act): https://www.priv.gc.ca/leg_c/leg_c_p_e.asp

If an operator chooses to use video monitoring, consult Appendix 25 for guidance.

Operator Manual - Early Learning and Childcare Homes 31

Section 6: Administration

6.1 Posting
Early Childhood Services Act

21 A licensee shall post the following documents in a clearly visible and prominent place in the facility
associated with the licence:

(a) the licence;

(b) a report provided under section 23;
(c) an order issued under section 28; and
(d) a probationary licence issued under section 29.

23 An inspector shall provide an operator with a copy of the inspector’s report.

Licensing Regulation – Early Childhood Services Act

25 An operator of a licensed facility shall post in a clearly visible and prominent place on the premises:

(a) the daily routine;

(b) the weekly menus;
(c) instructions regarding evacuation in case of a fire as approved by the fire marshal, deputy fire
marshal or fire prevention officer;
(d) the name of the administrator;
(e) the name and telephone number of the inspector;
(g) whether a child receiving services at the licensed facility has a life threatening allergy and a
description of that allergy; and
(h) if a child has or may be affected by a disease that is required to be reported under the Public
Health Act and the regulations under that Act by the operator of the licensed facility, the disease
that has been reported.

48(6) An operator of a licensed facility shall post information relating to any allergies of the children in
the food preparation area.

Intent

Parents and anyone entering the facility are aware of the licence status and any terms and/or conditions
of that licence.

Posting provides parents and members of the public, information on the facility’s compliance with the
licensing regulation.

Parents are well informed of important information regarding the operation of the facility.

Operator Manual - Early Learning and Childcare Homes 33

Indicators

1. The following are posted in a visible and prominent place.

(a) the licence;
(b) the annual inspection report and the most recent monitoring inspection report;
(c) orders for compliance, if applicable; and
(d) the probationary licence, if applicable.

2. Items listed in licensing regulation 25 and 48(6) are posted in a visible and prominent place.

What you need to know

Postings are:

• visible, preferably on a parent information board at the facility entrance; and

• kept updated.

Annual inspection reports are to remain posted until the next annual inspection is completed.

Monitoring inspection reports are to be posted until the next monitoring inspection is conducted.

Only the most current licence for the facility is posted.

Probationary licences are posted until all orders for compliance are met and ELC licensing staff have reinstated
the suspended licence.

Required postings are available to parents and the public during hours of operation.

The planned menu is posted and any substitutions are noted as they occur. Posting of planned menus allows
parents to know what the child has been offered to eat during the day.

Allergy lists posted for operators’ viewing are to contain child names and are located in an area that is not
viewable by parents. Alternate care providers are made aware of the location of the allergy list.

Information about a child’s life-threatening allergy should still be prominently displayed without identifying
the child. However, parents may choose to provide written consent so that the child’s name may be posted.

6.2 Records and documents

6.2.1 Access and retention

Early Childhood Services Act

20(1) The operator of a licensed facility shall maintain those records and documents prescribed by
regulation.

20(2) The operator of a licensed facility shall file with the Minister those records and documents requested
by the Minister within the time specified by the Minister.

34 Education and Early Childhood Development

Licensing Regulation – Early Childhood Services Act

24(2) The records and documents referred to in sub section (1) shall be maintained for at least one year
after the record or document is made

24(3) Despite subsection (2), the records and documents referred to in paragraph (1)(b) shall be maintained
for at least three years after a child is no longer receiving services at the licensed facility.

Intent

Operators maintain accurate and updated information on-site for assessment by departmental staff.

To assist in the investigation of an outbreak, attendance records, daily information sheets and management
of potential illness forms are available to the local medical officer of health on request.

Records are available for a minimum amount of time in the event they are required for effective licensing
and enforcement.

Indicators

1. Records and documents are retained according to regulation 24(2) and 24(3).

What you need to know

Records and documents are accessible to authorized government representatives at all times.

The inability to produce a record during an inspection visit, or within a requested period, may result in a
finding of non-compliance and be noted in the inspection report.

Records and documents are maintained in an organized manner allowing for easy access and timely review.

Each child, operator, alternate care provider and associated person has their own file.

Any outdated record or document (for example, outdated immunization record or record for child no longer
enrolled in the facility) is disposed of in a manner that ensures confidentiality, such as shredding.

6.2.2 Financial records

Licensing Regulation – Early Childhood Services Act

24(1) For the purposes of subsection 20(1) of the Act, the following records and documents shall be
maintained on the premises of a licensed facility:

(a) financial records.

Intent

Accurate financial records are maintained to plan for a successful operation. They are used to demonstrate
that funding is spent according to the Government of New Brunswick program guidelines.

Operator Manual - Early Learning and Childcare Homes 35

Indicators

1. Financial records are maintained on-site.

What you need to know

Financial records are available as needed to auditors and departmental staff, including records as stated in
the Childcare Subsidies Regulation – Early Childhood Services Act.

To be successful, operators should have a financial plan in place. A budget is established and acceptable
financial records are maintained.

Operators should have a separate business bank account.

ELC home operators are considered self-employed for tax purposes and should have good financial record-
keeping to file federal income tax. Supporting documentation, such as invoices and receipts, are maintained
in accordance with Canada Revenue Agency’s (CRA) requirements.

Standard accounting procedures are used to record all financial transactions. There are many readily available
computer programs to assist in financial record-keeping or an outside bookkeeper can be hired to do this task.

Operators should contact CRA for more information on how to report income, claim expenses and issue
receipts. http://www.cra-arc.gc.ca/tx/bsnss/tpcs/dycr/menu-eng.html

Operators are expected to provide receipts to the parents of the children attending the ELC home. This
should be done as soon as possible to give parents time to file their income tax return.

According to CRA, operators must issue receipts that include all of the following information:

• the name of the person receiving the receipt

• the name of the child
• amount of payment, in written and numerical form (ex: fifty five dollars, $55.00)
• the period of services (from and to dates)
• operator name
• operator address
• operator’s social insurance number (parents need to include a provider’s social insurance number when
they claim child care expenses on Canada Revenue Agency’s Child Care Expense Deduction form)
• operator’s signature
• the date receipt was signed

If a family has more than one child at the ELC home, a separate receipt must be issued for each child.

6.2.3 Child records

Licensing Regulation – Early Childhood Services Act

24(1) For the purposes of subsection 20(1) of the Act, the following records and documents shall be
maintained on the premises of a licensed facility:

(b) child records that include

36 Education and Early Childhood Development

 (i) the child’s name, address, birth date and Medicare number,
(ii) the name, address and telephone number of the child’s medical practitioner,
(iii) the name, address and home and work telephone numbers of the child’s parent
orguardian,
(iv) the name, address and telephone number of at least two individuals authorized by
the child’s parent or guardian to pick up the child and to be contacted in case of an
emergency if the parent or guardian cannot be reached,
(v) the child’s health history and a copy of the record of immunizations or a copy of an
exemption,
(vi) daily information sheets on forms provided by the Minister for each child under the age
of 24 months,
(vii) documentary evidence of the child’s learning, and
(viii) any written consent given by the child’s parent or guardian.

26(2) The operator of a licensed facility shall require the parent or guardian referred to in subsection (1)
to sign a declaration confirming that he or she has read and understood the content of the hand-
book.

Intent

Operators have access to up-to-date information about the children in their care to provide appropriate
and responsive services.

Indicators

1. Operators use a standard child registration form that contains all the required information listed in
regulation 24(1) or uses the suggested Child Profile form.
2. Each child’s file contains:

• the registration/child profile form;

• a copy of the immunization record or a medical exemption form from the Minister of Health;
• consent forms signed by parents; and
• a signed statement from parents confirming they have read and understood the parent handbook.

3. Daily information sheets are present, complete and filed by date for each child younger than 24 months
of age.

What you need to know

The Child Profile form as found in Appendix 1 is one example of a child record that meets the requirement
of regulation 24(1). Operators are not required to use the Child Profile form, and may create their own
registration form that meets regulation.

Child records are completed prior to the child’s first day of care.

Records of children should be stored securely in a locked drawer or cabinet but are still accessible to
departmental staff when required.

The Child Profile or registration forms and any medical forms are updated whenever there are any changes,
and are reviewed annually by parents.

Operator Manual - Early Learning and Childcare Homes 37

Under the Public Health Act, infants and preschool children who attend a licensed ELC facility demonstrate
proof of immunization against specific diseases cited in the Reporting and Diseases Regulation 2009-136.
Parents provide a record of immunizations or a signed document indicating exemptions/objections.

Operators are responsible for verifying that proof of immunization has been received.

Daily information sheets, Appendix 9, are to be maintained and should be shared with parents to update
them on their child’s day.

In the event of parental separation and/or where visitation restrictions are in place, the custodial parent/
guardian should notify the operator of the custody and access arrangements. A copy of the custody
agreement or court orders, if applicable, should be provided for the child’s records. A Denial of Access form
located in Appendix 3 may be used.

6.2.4 Staff and associated persons records

Licensing Regulation – Early Childhood Services Act

24(1) For the purposes of subsection 20(1) of the Act, the following records and documents shall be
maintained on the premises of a licensed facility:

(c) staff member records that include

(i) the staff member’s name, address and birth date,
(ii) the staff member’s qualifications including the certificates or training referred to in
paragraph 11(b) or (c),
(iii) a description of the staff member’s duties and responsibilities,
(iv) a signed declaration confirming that the staff member has read and understood his or
her obligations under the Act and this Regulation,
(v) a copy of a criminal record check or vulnerable sector check, as the case may be,
(vi) a copy of a check with the Department of Social Development, and
(vii) a copy of a valid first aid certificate and a valid cardiopulmonary resuscitation certificate
for each administrator and educator.

(d) associated person records that include

(i) a copy of a criminal record check, and

(ii) a copy of a check with the Department of Social Development;

Intent

Having the operator, alternate care provider and associated persons’ information in one place ensures that
it is easily accessible for assessing requirements.

Indicators

1. A file exists for the operator, each staff member and associated person.
2. All required information and documents as stated in regulation 24(1)(c) and 24(1)(d) are in each file,
where applicable.

38 Education and Early Childhood Development

What you need to know

Records for the operator, each staff member and associated person should be stored securely in a locked
drawer or cabinet but are still accessible to authorized departmental staff when required.

6.2.5 Administrative records

Licensing Regulation – Early Childhood Services Act

24(1) For the purposes of subsection 20(1) of the Act, the following records and documents shall be
maintained on the premises of a licensed facility:

(e) administration of medication records;

(f ) daily attendance records of the children on forms provided by the Minister;
(g) attendance records of staff members;
(h) incident reports on forms provided by the Minister;
(i) menu plans and any substitutions;
(j) smoke alarm, smoke detector and fire extinguisher inspection and maintenance records;
(k) emergency evacuation and fire drill records; and
(l) management of potential illness forms provided by the Minister.

Intent

Having all of the administrative records in one place ensures they are easily accessible for review by
departmental staff.

Indicators

1. Records are provided to departmental staff on request.

What you need to know

In the event of a communicable disease outbreak at the facility, the Department of Health may ask to see all
attendance records, menus, daily information sheets (where applicable), management of potential illness
forms and any other relevant documentation regarding illnesses within the facility. These documents must
be available at all times.

Attendance records are:

• mandatory;
• recorded using the attendance form provided by the department (Appendix 10);
• only completed by operators;
• confidential and not posted or viewed by parents;
• completed each time a child arrives and leaves;
• accurate and reflect all children present at any given time;
• complete, showing all absences and detailing the reason; and
• taken out of the facility whenever children leave the building.

Operator Manual - Early Learning and Childcare Homes 39

Children are only signed out when they have left the facility.

When children are in the outdoor play area or on outings, operators have copies of the attendance records
with them as well as emergency contact information.

6.3 Parent and guardian handbook

For the purpose of this manual the “parent/guardian handbook” is referred to as “the handbook.”

Licensing Regulation – Early Childhood Services Act

26(1) An operator of a licensed facility shall provide a handbook to a parent or guardian of a child receiving
services at the licensed facility with the following information:

(a) the hours of operation;

(b) the enrolment and discharge procedures;
(c) the fee and payment schedules;
(d) whether the licensed facility offers transportation services;
(e) whether the children will participate in outings and the method of transportation for each trip;
(f) the types of organized activities that take place off premises;
(g) the administration of medication policy;
(h) the policy in the case of child illness including exclusion criteria;
(i) the policy with respect to child absences;
(j) the emergency evacuation plan;
(k) the child guidance policy;
(l) the child abuse and neglect protocol;
(m) parental involvement;
(n) the personal belongings that the child is permitted to bring to the licensed facility;
(o) a description of the learning principles and goals and the measures that will be taken to reach
those goals;
(p) if the licensed facility is located in a family dwelling, whether the home environment is smoking
or non-smoking;

26(2) The operator of a licensed facility shall require the parent or guardian referred to in subsection (1) to
sign a declaration confirming that he or she has read and understood the content of the handbook.

Intent

Operators have clear and consistent policies and procedures informing parents of their obligations.

Parents are provided with a copy of the handbook so they have a record of the contract they have made
with the facility.

Having parents sign a statement helps to ensure they have read and understood the contents of the handbook.

40 Education and Early Childhood Development

Indicators

1. The handbook includes all items as listed in the licensing regulation 26 (1) (a) to (p).
2. A signed statement from parents confirming they have read and understood the handbook is evident
in each child’s file.

What you need to know

The Parent and Guardian Handbook template, found in Appendix 20 identifies what is minimally required.
Content specific to each facility, such as the use of social media, should be added to the handbook.

The handbook is easiest to understand if it is clear, brief and to the point.

The handbook provides each family with a welcome, introduction and orientation to the facility. The handbook
contains responsibilities and expectations for both parties and contributes to a positive childcare experience.

Parents and their children should be encouraged to visit the facility prior to enrolment.

If the operator is not planning to use an alternate care provider, parents are advised in the parent handbook
that the ELC home will be closed in the event that the operator cannot provide childcare.

Parents are advised that the operator has a duty to report suspected child abuse or neglect as found in The
Family Services Act.

Participation and involvement of parents are encouraged to build relationships and to better support the
child. This may be done through:

• information bulletins;
• potluck dinners;
• family picnics; and
• special event days.

Information about how to contact ELC licensing staff to report any complaints or share any concerns is
included in the handbook. Parents are directed to find ELC licensing staff contact information on the parent
information board.

The parental signed statement is necessary to protect the facility’s and the family’s interests. It can be located
on the consent form, or operators can design their own. This signed statement is placed in the child’s file.

When the handbook is printed, the information that changes frequently (for example, fees and holidays
observed) should be placed on the last page. This will minimize the cost of printing when revisions are made
and will ensure that parents are informed of the revisions at the time they are made.

Posting the handbook online and making it available to the public may be considered if the operator has
a website.

Operator Manual - Early Learning and Childcare Homes 41

6.4 Consent
Licensing Regulation – Early Childhood Services Act

27 An operator of a licensed facility shall obtain the written consent of a parent or guardian of a child
receiving services at the licensed facility before doing any of the following:

(a) permitting the child access to a pool under in the circumstances set out in subsection 34(2);
(b) permitting, in the case of illness or soiled clothing, the child to shower or bathe or showering
or bathing the child;
(c) permitting the administration of medication in the circumstances set out in section 46;
(d) permitting the administration of emergency care to the child;
(e) permitting the child to leave the licensed facility with a person authorized by the parent or
guardian;
(f ) permitting the child to participate in an outing;
(g) transporting or providing for the transportation of the child;
(h) permitting the child to participate in testing or research projects;
(i) releasing information about the child to an outside organization;
(j) permitting photographs and videos to be taken of the child for publication or social media; or
(k) posting photographs of the child at the licensed facility to illustrate the child’s learning.

Intent

Parental consent is documented to ensure parents are fully informed and in agreement with policies and
procedures of the facility.

Indicators

1. Where applicable, all required consents are present and signed in each child’s file.

What you need to know

A consent form template provided in Appendix 2 may be used or one may be created, ensuring that all
required information is obtained.

Parents are asked to sign separate consent forms for field trips, such as when children are taking public
transit or leaving the neighbourhood (for example, a summer trip to the beach or a field trip). These consent
forms should outline the date, time of departure and return, destination and purpose of trip and any special
considerations.

Walking children to and from school is considered transporting and requires consent from the parents.
When a school-age child walks or bicycles unsupervised between the facility and the school or bus stop,
the parents must give written consent.

Before a child can be observed, interviewed, assessed, photographed or recorded as a part of a research
project or other activities in the facility, an operator must have consent forms signed by parents. These
events are voluntary and parents may choose for the child not to participate.

42 Education and Early Childhood Development

Students on practicum placements may observe and record notes while at the facility without parental
permission, with the understanding that no identifiable information about the child/family is released or used.

Consent from parents must be obtained prior to posting pictures of children on social media such as
Facebook, Twitter, Instagram or Snapchat, etc.

Parents cannot provide permission for activities that are in contravention of the Early Childhood Services
Act and licensing regulation.

Parents are consulted and provide written consent prior to introducing any animals into the facility. They
are informed of the benefits of engaging and interacting with animals, as well as the risks (for example,
allergies, infectious disease transmission and injury) and how the facility plans to lessen those risks.

Facility specific parental consents obtained by the operator are to be maintained in each child’s file.

6.5 Incidents
6.5.1 Incident log

Licensing Regulation – Early Childhood Services Act

50(1) An operator of a licensed facility shall maintain a chronologically filed daily incident log relating to
the health, security and well-being of the children receiving services at the licensed facility.

50(2) The operator of a licensed facility shall inform the parent/guardian of a child involved in an incident
on the day the incident takes place and shall ensure that the parent or guardian signs the daily log
to confirm their awareness.

Intent

All minor incidents are properly recorded, documented and signed by parents so that they are well informed
of any incidents that may have involved the child while at the facility.

Indicators

1. A daily incident log is maintained, showing child’s name, date, time and record of event.
2. The parent has signed the daily log of non-reportable incidents.

What you need to know

A daily incident log is required for incidents that do not need emergency medical attention but may require
minor First Aid (for example, bumps, scrapes, minor cuts and bites).

The incident log shows the following information:

• child’s name
• date;
• time;
• injury that occurred and care that was provided;
• what happened; and
• parent’s signature.

Operator Manual - Early Learning and Childcare Homes 43

Incident logs are kept confidential and are individualized for each child. To protect confidentiality, parents
do not see the records of other children.

Incident logs are to be filed chronologically by date in a folder or binder so that ELC licensing staff can easily
access the information.

6.5.2 Incident reports

Licensing Regulation – Early Childhood Services Act

51(1) An operator of a licensed facility shall complete an incident report on a form provided by the Minister
if one of the following incidents occurs while a child is receiving services at the licensed facility:

(a) the child is missing or temporarily unsupervised;

(b) a fire or other disaster occurs at the facility;
(c) a motor vehicle accident or an injury occurs during the transit of the child;
(d) an illness or injury requires the transfer of the child to a hospital; or
(e) the child dies.

51(2) The operator of a licensed facility shall inform the Minister and the parent or guardian of the child
involved in an incident under subsection (1) as soon as the circumstances permit and shall ensure
that the parent or guardian signs the incident report to confirm their awareness.

51(3) The operator of a licensed facility shall:

(a) maintain a copy of the report for the child’s file,

(b) provide a copy to the parent or guardian, and
(c) forward the original to the Minister within 24 hours of the incident.

Intent

Reportable incidents are properly recorded, documented and signed by parents. Incident Report forms
are forwarded to the department to ensure departmental staff is immediately informed of any significant
incidents.

Indicators

1. Incident Report forms, provided by the Minister, are documented in the event of reportable incidents.
2. Parents of the child are informed of a reportable incident as soon as possible, and documentation
demonstrates that parents signed the Incident Report form.
3. A copy of the Incident Report form is provided to the parent.
4. Incident Report forms are submitted within 24 hours of occurrence.

What you need to know

Reportable incidents involving a child include:

• child wanders off and is missing;

44 Education and Early Childhood Development

 • a child is abducted;
• a child is removed from the program by a non-custodial parent;
• a child is left outside unattended;
• a child is left on the school bus;
• a motor vehicle accident;
• unexpected illness or injury where a child requires immediate transfer to a hospital or seeks medical
attention;
• poisoning of a child;
• an error in the administration of medication;
• death of a child; or
• an allegation of physical, sexual, emotional abuse and/or neglect of a child by an operator,
alternate care provider or associated person.

Reportable incidents involving the facility include:

• unexpected facility closure;

• illness outbreaks; or
• other serious incidents, such as:
ŹŹ flood;
ŹŹ fire;
ŹŹ intruder; or
ŹŹ an emergency evacuation.

In the event of a reportable incident that involves a specific child or multiple children, a copy of the report
is present in each child’s file.

If the incident is not child-specific, for example illness outbreak, intruder, flood, an Incident Report form is
not required for each child.

As soon as possible, an initial report is made by telephone or email to ELC licensing staff so staff:

• are aware of the situation, actions taken, etc.;

• can provide support, information or other help; and
• are prepared in the case of a complaint or inquiry.

Within 24 hours of the incident’s occurrence, a mandatory Incident Report form as found in Appendix 15 is
completed and submitted to ECS licensing staff. The operator may forward the report form via fax or email a
scanned copy of the report. The original report is sent via mail or taken directly to ECS licensing staff’s office.

The operator assesses the incident and makes changes, if necessary, to routines, floor plans, or any aspect
of the program to ensure, wherever possible, that a similar incident does not happen.

ELC licensing staff reviews the Incident Report form and in response may conduct an investigation, which
may include an inspection of the premises. ELC licensing staff will inform operators of what action will be
taken in response to the incident report.

If the serious occurrence is a case of parental suspected child abuse, an Incident Report form is not to
be completed, but rather a report is to be made to the Department of Social Development. Without
providing details, ELC licensing staff is informed that a case of suspected child abuse has been reported.

Operator Manual - Early Learning and Childcare Homes 45

Section 7: Programming and Daily Routine

7.1 Daily activities

Licensing Regulation – Early Childhood Services Act

21 The daily activities of a licensed facility shall be purposely planned in advance and documented
and shall respond to the capabilities, needs and interests of each child and shall include

(a) time and space for and a free choice of play experiences for exploration and discovery,
(b) indoor and outdoor opportunities for physical activity, and
(c) opportunities

(i) for group and individual experiences,

(ii) to explore various forms of literacy,
(iii) to express creativity and interests,
(iv) to explore the arts and sciences,
(v) to experience accomplishment and success,
(vi) to problem-solve, and
(vii) to develop trusting, respectful and supportive relationships with educators and children.

Intent

To provide a quality childcare service for children, the daily program should include a variety of activities
purposely planned according to the ages and development of the children.

Indicators

1. The facility implements an inclusive daily program which contains a variety of purposely planned
activities, opportunities and experiences.

What you need to know

Operators:

• demonstrate that planning is a process that involves engaging the children and reflecting on the
children’s interests, passions, strengths and abilities;
• ensure that short and long term plans are flexible and fluid, to accommodate emerging interests and
unanticipated events;
• focus on individuals or small groups of children; and
• emphasize a strength based approach.

The daily program should be flexible to:

• incorporate the interests of the children;

• allow for spontaneous activities;
• allow for changes in the weather;
• allow for a different pace when needed by either the children or operators;

Operator Manual - Early Learning and Childcare Homes 47

 • allow introduction of a new child into the program;
• accommodate the changing needs of an infant; and
• meet the developmental and inclusion support needs of all children.

The indoor and outdoor play areas are:

• purposefully planned and encourage playful exploration, problem solving and creativity;
• arranged to allow opportunities for free choice of activities;
• designed in a way that promotes effective supervision;
• flexible to respond to children’s changing interests, abilities and desires;
• organized into flexible learning centres that:
ŹŹ are well-defined, easy to get to with plenty of space for children to carry out the intended activity;
ŹŹ permit children to play individually, in small groups, and/or in a large group;
ŹŹ accommodate and encourage a variety of activities to support appropriate curriculum implementation;
and
ŹŹ minimally include, but are not limited to, the following:
◦◦a book/reading area;
◦◦an art area;
◦◦a dramatic play area;
◦◦a block construction area;
◦◦an area for scientific and mathematical investigation and measurement;
◦◦an area for music and movement;
◦◦space and equipment to allow for large motor movement; and
◦◦provisions for play with elemental materials – sand, water, mud, clay and snow.

Children’s learning is visible through documentation. For example:

• the use of observations and recordings of children’s experiences;

• group and individual learning stories;
• photographs;
• whiteboards;
• project work;
• collections and samples of children’s art /work; and/or
• portfolios.

Children are part of the planning in the facility, and operators encourage their involvement in the flow of
the day.

Children are encouraged to ask questions and share their ideas. They are provided opportunities to initiate
discussions, give explanations and be part of demonstrations.

Operators set up the environment in such a way that children are excited about learning, using their creativity
to invent imaginary worlds and tell stories.

Quality ELC facilities promote daily routines that provide ample time for children to engage in periods of
sustained uninterrupted play in activities of their own choosing, keeping transitions to a minimum.

A daily routine does not mean that the schedule is the same every day. Some activities, such as lunch,
snack and rest, may happen around the same time, while others change regularly or periodically while
accommodating the children’s interests and individual needs.

48 Education and Early Childhood Development

The day is flexible, allowing children to initiate their own learning, explore at their own pace and follow their
individual interests. For example, if children are involved in an activity, they are allowed time to complete
their task before moving on to another. Operators are responsive to the needs of the children and adjust
their day as required. For example, if children appear restless, the activity is shortened.

New Brunswick early childhood curriculum framework

A policy for the implementation of the New Brunswick early childhood curriculum framework is being
developed. This section will be developed following the implementation of this policy.

Providing services to school-age children

A wide range of opportunities are offered to school-age children which provide an enriching contrast to the
formal school program. The following allows school-age children to explore new interests and relationships:

• team sports;
• collaborative games;
• cooking;
• dramatic play;
• art;
• music;
• games;
• open time; and
• quiet time.

School-age children are provided with opportunities to:

• run, climb, jump, be physically active; and

• develop trusting, supportive relationships with staff members and peers.

Having a written plan ensures there are a variety of opportunities provided for learning and exploration.

This may be demonstrated in many ways, such as:

• weekly program
• daily activity sheets

“The NB PLAYBOOK” is a comprehensive resource designed for educators in school-age programs. This
resource may assist in planning activities and can be found at: https://www.nbplays.ca

Operators and educators are not responsible to provide time for homework as school-age programs are
not intended to be an extension of school. However, if time for homework is offered, it should not exceed
one hour.

Operator Manual - Early Learning and Childcare Homes 49

7.2 Daily routine
Licensing Regulation – Early Childhood Services Act

22 The daily routine of a licensed facility shall include:

(a) outdoor play for at least one hour in each four- hour block of time when the majority of children
receiving services are in attendance except in the following circumstances:

(i) the wind chill is below -20 °C;

(ii) the temperature is below -20 °C; or
(iii) the temperature is 33 °C with humidity or above; and

(b) a period of rest for a length of time that meets the needs of each infant and preschool child
receiving services at the licensed facility but that does not exceed two consecutive hours unless
there is a written request from a child’s parent or guardian to extend the length of time.

Intent

As part of the daily routine, children are provided with outdoor time and access to the natural world where
they share in the joy of being outside, and benefit from learning about the natural environment.

The need for rest and sleep varies greatly for children; however, since rest is an important part of the day
for all children, a period of rest and quiet activities to balance their active play is encouraged.

Indicators

1. Outdoor play occurs daily for one hour in each four hour block of time.
2. Rest periods do not exceed two consecutive hours.

What you need to know

Outdoor play

Outdoor play is important to a child’s healthy development. All children, including infants, are expected to
play outside each day.

While outdoors, operators nurture the child’s curiosity about the natural world, and help the child develop
respect for the natural environment and what it provides.

Depending on the weather, operators may alter their outdoor play time:

• Summer: time spent outdoors is provided during the cooler parts of the days. For example: outdoor
play provided in the morning and indoor/shaded play provided during the hottest part of the day
(mid-afternoon).
• Winter: time spent outdoors is provided at any time of the day unless conditions limit visibility or
weather advisories indicate conditions that may pose a risk of harm to children (ice pellets, severe
wind-chill).

Operators model appropriate outdoor dress and routines for children by wearing sunscreen, sun hats, ski
pants, mittens and warm boots.

50 Education and Early Childhood Development

Parents are requested to provide sunscreen with an SPF (Sun Protection Factor) of at least 15, as well as hats
to protect the children from over exposure to the sun.

Children have access to drinking water before, during and after outdoor play, especially in hot weather.

Rest period

Most preschool children attending an ELC facility for a full day benefit from scheduled periods of rest.
Rest periods may take the form of a quiet time or a change of pace between activities.

Children who do not nap are not required to rest, but may play quietly.

Children who do not rest the entire time are allowed to get up and play quietly or join other children who are
not resting. A separate space is provided for children who do not nap, so they do not disturb resting children.

In discussion with parents, educators establish a flexible rest schedule allowing for individual children’s needs.

7.3 Digital technologies

Digital technologies and computers have become a basic part of children’s daily lives and, when used
properly, can be helpful tools within the early learning and childcare setting. Computers can be adapted
and used with all children’s learning styles and needs. They appeal to children’s natural curiosities and can
be used to support children’s learning.

When using computers appropriately within the early learning and childcare facility, children:

• develop lifelong skills such as the use of a keyboard and basic computer software;
• learn computer concepts;
• demonstrate increased self-esteem and self-confidence;
• practice cooperative learning and problem solving;
• learn time management skills and turn taking;
• work together with peers;
• have opportunities for different experiences from around the world; and
• increase language development, learning and exploration.

Operators should:

• ensure that the use of electronics are balanced with other daily activities
• look for programs that are interactive, engaging and offer opportunities to try many different solutions.
These help stimulate creativity and problem solving.
• use programs that support open-ended, discovery-oriented learning;
• provide opportunities to use technology as a tool for reading, writing, and math skills;
• encourage children to work together with peers; and
• be knowledgeable and able to provide assistance to the children.

The biggest concern in using computers in early learning and childcare settings is the increased risk that
children may be exposed to inappropriate content. When children are using computers and other electronic
devices, operators must take precautions to ensure their safety and well-being.

Operator Manual - Early Learning and Childcare Homes 51

These include:

• place computers in a highly visible area within the room;

• closely supervise children when using electronic devices;
• limit the amount of time children spend on the computer - operators may want to use a timer to
signal when time is up as it helps to avoid arguments;
• decide on rules of use, what types of internet sites and programs are permissible;
• balance computer time with other activities;
• teach children proper computer use;
• if children are accessing the internet, operators are to ensure that they are with them at all times and
aware of sites that are being visited;
• if possible, use software that will protect children from inappropriate content; and
• ensure that children are not giving out any personal information.

While the use of televisions is not recommended, if they are used the following is to be applied:

• television viewing is limited and is not used daily;

• they are not used to fill gaps in the day;
• the programs or movies support curriculum, programming and investigating children’s areas of interest
for example, children want to search out information on a specific area of interest;
• programs or movies are developmentally appropriate;
• viewing the program or movie is one of several choices of activities for the children;
• children are not encouraged to watch television if they would prefer to be involved with other activities;
• with preschool children, operators watch with the children, extend their understanding and promote
discussion on the program or movie;
• for school-age children, operators ensure that children are supervised while watching television;
• if possible, televisions are not stored in rooms; and
• infants are not to be watching television.

52 Education and Early Childhood Development

Section 8: Supervision and Child Guidance

8.1 Number of children and supervision

Licensing Regulation – Early Childhood Services Act

7(4) Only one of the following groups of children shall receive services at an early learning and
childcare home:

(a) three infants, including the children of the operator;

(b) five preschool children, including the children of the operator;
(c) nine sch o o l-age ch ildren , inc l u ding the c hil dren o f the o perato r ; o r
(d) six children, including the children of the operator, if the children are from more than one of
the groups described in paragraphs (a) to (c).

7(5) The group referred to in paragraph (4)(d) shall include at least one school-age child and shall not
include more than two infants.

Intent

Children are cared for in a small group which helps to maintain an environment that promotes safety and
well-being.

Indicators

1. Attendance records and documented observation by ELC licensing staff confirm that the operator does
not exceed the number of children that is permitted to be in attendance.

What you need to know

8.1.1 Number of children

One individual is responsible for providing care and supervision for no more than six (6) children of a
combination of ages; there must be no more than two (2) children under the age of two (2); at least one of
the six (6) must be of school-age.

If an operator provides care solely for infants up to age twenty-four (24) months, the maximum number
allowed is three (3) and no other children are permitted.

If an operator provides care solely for preschool age children, the maximum number allowed is five (5) and
no other children are permitted.

If an operator provides care solely for school-age children, the maximum number allowed is nine (9) and
no other children are permitted.

The operator’s own children under the age of twelve are included in the maximum number of children allowed.

Operator Manual - Early Learning and Childcare Homes 53

An operator is not permitted to hire a staff member to increase the number of children permitted to be
cared for in the home.

Examples of ELC home combinations of ages and maximum number of children

Children between 2 and 5

Children under 24 months School-age children
(not yet in school)

8.1.2 Supervision

The operator must supervise children, both indoors and outdoors, and is aware of what the children are
doing at all times.

Operators should directly supervise nap time for all children. However, when napping children are not directly
supervised, a physical check of the children must occur every 15 minutes. These checks are documented
with operator signature and the times of the check. Baby monitors are recommended to ensure the safety
of children when napping unsupervised.

Health Canada states that playpens are not intended to be used for unsupervised sleep as they do not meet
the same safety requirements and are not as durable as cribs, therefore playpens are not recommended for
unsupervised sleep of children. If using playpens, it is recommended that operators remain on the same
floor of the home as the napping infants and keep the door to the child’s room open at all times.

Infants must always be placed on their back for sleeping.

Operators familiarize themselves with detailed information regarding Sudden Infant Death Syndrome and
ways to minimize the risk.

Children resting on mats or family beds, but remaining awake, must not be required to stay on the mat or
bed for longer than 30 minutes and must be closely supervised.

Operators conduct frequent head counts indoors and outdoors to ensure children’s safety. While supervising
the outdoor play area, operators position themselves throughout and actively engage with the children.

54 Education and Early Childhood Development

When an operator must attend to personal needs while the children are awake, indirect supervision is limited
to one or two minutes. Even during this time, the operator ensures that the children are safe and secure (ex:
in playpen or crib, in a safe area within hearing next to the provider).

Visitors to the home are kept at a minimum during operating hours. When visitors are present, the operator
continues to supervise and interact with the children at all times.

8.1.3 School-age supervision

Operators recognize the need for children to be independent while still safe and secure and adjust supervision
for different ages and abilities, activities and environments. For example, some school-age children may be
allowed increased freedom and independence by playing a board game in the hallway or adjacent to the
room. When supervision is adjusted, operators know at all times where children are and frequently check
on them.

If the supervision of a child is not direct, the operator:

• obtains the written approval from the child’s parents as to the type of supervision given; and
• maintains this approval on file.

This may include situations such as children walking or biking to and from school, where the operator’s
responsibility for them does not start until they have arrived at the facility.

8.2 Child guidance

Licensing Regulation – Early Childhood Services Act

49(1) An operator of a licensed facility shall ensure that the guidance of the children receiving services
at the licensed facility is positive and includes positive reinforcement, encouraging efforts and
recognizing accomplishments.

49(2) An operator of a licensed facility shall ensure that no child receiving services at the licensed facility
is subjected to any form of physical punishment or verbal or emotional abuse or is denied physical
necessities.

Intent

Positive child guidance techniques are used to support and encourage children in learning independence
and appropriate, acceptable behaviour. These practices help to develop relationships that promote children’s
well-being and sense of belonging.

Indicators

1. Positive child guidance practices are observed or confirmed by operators.

2. There are no observations or reports of physical punishment, verbal or emotional abuse or the denial
of physical necessities.

Operator Manual - Early Learning and Childcare Homes 55

What you need to know

A positive approach in the guidance, care and discipline of children is maintained.

Positive child guidance practices include:

• setting reasonable limits and guidelines that make sense to the children;
• gentle reminders;
• offering choices and assisting children in decision-making;
• anticipating children’s needs;
• understanding child development;
• using positive reinforcement and encouragement rather than competition, comparison and criticism;
• redirecting negative energy;
• distracting children from potential problems;
• reflecting with children on incidents by helping them understand the consequences to their actions
and words;
• ignoring behaviour where appropriate; and
• offering children the opportunity for a new activity.

To promote an environment that encourages positive behaviour, operators:

• arrange the environment so children can move freely between learning centres;
• ensure adequate supply of appropriate equipment, material, books and toys;
• ensure there is a good balance of activities in the program content;
• have enough time for activities;
• prepare children for transitions;
• provide appropriate supervision;
• involve children by giving them responsibility and letting them help;
• use positive language when interacting with children;
• model and teach appropriate respect for diversity – cultural diversity, diversity of family types and
diversity of needs and abilities; and
• respect children’s feelings.

It is important to take the time to understand the child’s messages (cues) and to respond to them with the
encouragement, praise, comfort and independence as needed.

Operators have open discussions with parents regarding their child guidance practices at home.

Parents are provided with documentation (incident reports, incident log) informing them of concerns,
situations and/or behaviours. In keeping with child guidance practices, operators have open discussions
with parents in the hope of finding solutions.

The following actions are prohibited:

• strike a child;
• shake, shove, spank, pinch or other measures that produce physical pain;
• require the repetition of physical movements (for example, to reinforce not running in the halls by
having the child walk up and down 10 times);

56 Education and Early Childhood Development

 • humiliate, belittle or degrade in any way such as name-calling;
• verbal abuse such as yelling;
• send a child to a cot, mat, time out chair or corner;
• deprive a child of any outing or group activity;
• physically restrain a child; and
• withdraw or threaten to withdraw physical necessities, such as food, bedding, shelter, clothing or
toileting opportunities.

Operators are aware that mandatory reporting of child abuse and neglect is required under the Family
Services Act (section 30(1)) and that a report to the Department of Social Development is necessary.

Operator Manual - Early Learning and Childcare Homes 57

Section 9: Early Learning and Childcare Environments

9.1 Traffic area

Licensing Regulation – Early Childhood Services Act

29 An operator of a licensed facility shall ensure that the traffic area and the outdoor walk-ways of the
licensed facility are free from obstructions and hazards.

Intent

Ensure that traffic areas and outdoor walk-ways are maintained to reduce risk of injury for children, families
and operators.

Indicators

1. Traffic areas and outdoor walk-ways are free from obstructions and hazards.

What you need to know

Operators must regularly check traffic areas and outdoor walk-ways for obstructions and hazards, including
accumulations of water, ice and snow.

9.2 Indoor environments

9.2.1 Indoor play area

Licensing Regulation – Early Childhood Services Act

30(3) An operator shall maintain the indoor play area of a licensed facility to ensure the safety of the
children.

Intent

Each child has an adequate amount of space available for playing, eating and resting.

Indicators

1. The indoor play area is maintained safe and clean.

What you need to know

An ELC home must provide space for the following:

• rest
• active and quiet play
• messy play, for example, painting, water play
• individual and group activities

Operator Manual - Early Learning and Childcare Homes 59

The indoor play area is:

• safely maintained;
• clean and in good repair; spacious enough to provide space for various types of play;
• bright, with windows and natural light;
• free of clutter and excess materials and equipment; and
• well arranged to allow opportunities for free choice of activities.

Measurements of usable indoor play space are not required for the licensing of an ELC home.

Children have access to most areas of the home; however, only those areas of the home approved by ELC
licensing staff are used for childcare. Those areas not approved (e.g. family bedrooms) are restricted from
children by closing the doors to the areas.

Rugs and carpets are securely placed, maintained clean and in a good state of repair.

Areas used by the family outside operating hours may also be used by children attending an ELC home.

Each play area has a good balance of natural light from windows and artificial light. Natural light is preferred
as it supports the development and learning in children by providing the opportunities for various sights
and sounds from outdoors.

Windows that open to the outside are properly screened.

Heating and ventilation maintains the temperature of the home at an appropriate comfort level. Dehumidifiers
are used in basements where humidity is an issue.

Operators include the following in their general housekeeping:

• carpets vacuumed daily;

• floors cleaned daily;
• carpets shampooed/steam cleaned regularly or when required;
• kitchen and bathroom sanitized daily;
• surfaces used by children cleaned and sanitized throughout the day.

9.2.2 Indoor play area materials and equipment

Licensing Regulation – Early Childhood Services Act

32(1) An operator of a licensed facility shall provide indoor play area materials and equipment that are

(a) varied and in sufficient quantity for the number and ages of the children receiving services at
the licensed facility,
(b) arranged on low, open shelves and accessible to the children receiving services at the licensed
facility,
(c) in compliance with the Canada Consumer Product Safety Act (Canada) and the regulations under
that Act, and
(d) clean and in good repair.

60 Education and Early Childhood Development

32(2) An operator of a licensed facility shall comply with any recalls regarding defective materials and
equipment.

Intent

A sufficient quantity of materials and equipment ensures the availability of enough play resources for each
age group served, avoiding excessive competition and long waits for children. New items are added regularly
to ensure that children are provided with new learning opportunities.

Indicators

1. A visual inspection of the indoor play area material and equipment demonstrates compliance by
observing they are:

• varied and in sufficient quantity for all children present;

• easily accessible on low, open shelves;
• maintained according to the Canada Consumer Product Safety Act and regulations;
• kept clean and in good repair.

2. The operator is aware of any recalls and responds accordingly regarding indoor play area materials and
equipment.

What you need to know

Operators provide low, open shelves for the display and storage of toys, program materials and supplies.
These are accessible to children, appropriately labelled and allow for independent selection. Labels have
both words and pictures to promote literacy skills.

Open ended play materials and equipment in sufficient quantity and variety for the number and ages of
children in attendance at the ELC home and representative of each of the following categories is present,
such as:

• art materials and loose parts;

• blocks and accessories;
• language and literacy;
• dramatic play;
• music and movement;
• large muscle (gross motor);
• manipulative and fine motor;
• sand and water play;
• puzzles and games;
• materials that support mathematical learning; and
• materials that support learning in science and technology.

For more information regarding play materials and equipment, operators are to consult the curriculum
framework used at the facility or Appendix 22, Equipment and Materials for School-age Children.

Materials and equipment are not limited to use in a particular learning centre only – most of the materials
relate to more than one area of learning. Children and operators are encouraged to integrate learning as
much as possible (for example, place books in the block area).

Operator Manual - Early Learning and Childcare Homes 61

To ensure the appropriateness of play equipment and materials, consideration is given to the developmental
needs, individual interests and ages of the children attending the facility.

There are appropriately sized furnishings such as chairs, tables, cubbies and shelving for the number of
children in attendance.

Toys, materials and equipment are approved for the child’s age according to CSA standards. When older
children are playing with toys and materials that are not suitable for younger children, they are provided a
separate, safe place to ensure younger children do not have access.

Toys and equipment are cleaned and properly sanitized. Mouthed toys are cleaned instantly or removed
from play. For more information see Appendix 36, Public Health Inspection Standards (Nov. 2015).

Materials, equipment and furnishings are of safe construction, easy to clean and free of sharp and pointed
edges. They are in good repair and are repaired or discarded once broken. Routine inspections of toys and
equipment help in identifying broken items.

To ensure the health and safety of children, operators are aware of any recalls that pertain to material
and equipment used in the facility. Health Canada regularly issues recalls for food and products via email.
Operators may sign up for the distribution list to ensure they are advised of recalls.

Scent-reduced environments are encouraged – see Appendix 24 for more information.

Safety Guidelines for Physical Education in New Brunswick is a resource prepared by the Department of
Education and Early Childhood Development used in elementary and middle schools to minimize, to
the greatest extent possible, the risk of a preventable accident or injury. Although not developed for ELC
facilities, these guidelines are helpful in ensuring the safety of all children and will help operators fulfill
their responsibility to provide the safest possible environments both indoors and outdoors.

Safety Guidelines for Physical Education in New Brunswick:

www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Health-PhysicalEducation/
SafetyGuidelinesElementaryMiddleCurricular.pdf

Industry Guide to Health Canada’s Safety Requirements for Children’s Toys and Related Products, 2012:
www.hc-sc.gc.ca/cps-spc/pubs/indust/toys-jouets/index-eng.php

Canada Consumer Product Safety Act (Canada) and the regulations:

http://hc-sc.gc.ca/cps-spc/legislation/acts-lois/ccpsa-lcspc/index-eng.php

9.2.3 Rest area

Licensing Regulation – Early Childhood Services Act

36(1) A full-time early learning and childcare centre and an early learning and childcare home shall have
a rest area.

36(3) The rest area of a full-time early learning and childcare centre and an early learning and childcare
home shall be equipped with the following:

(a) a crib or portable playpen for each child under 15 months of age in accordance with the Cribs,
Cradles and Bassinets Regulations and the Playpens Regulations under the Canada Consumer
Product Safety Act (Canada); and
62 Education and Early Childhood Development
 (b) a cot or nap mat appropriate for the height of the child for each child who is at least 15 months
of age and under five years of age who takes naps.

36(4) The rest area of a full-time early learning and childcare centre and an early learning and childcare
home shall allow for a space of at least 46 cm between each crib, portable playpen, cot or nap mat.

36(5) Despite subsection (3), in the case of an early learning and childcare home, a child may use a bed
used by the operator or a member of the operator’s family in the following circumstances:

(a) the child is at least 15 months of age,

(b) the bed is covered with bedding used only for the child, and
(c) the bed is not the upper level of a bunk bed.

36(6) A cot, a nap mat or the mattress of a crib or portable playpen shall be washable and non-absorbent
or covered with a non-absorbent layer.

36(7) A nap mat shall be at least 5 cm in thickness and stored in a way that avoids contact with the surface
of another nap mat or disinfected on both sides after each use.

Intent
Safe, quiet and secure environments are provided for rest periods during the day that respect the child’s
individual needs.

Indicators

1. The facility has a designated rest area.

2. Each child younger than 15 months has a designated crib or playpen that meets the Cribs, Cradles and
Bassinets Regulations and the Playpens Regulations under the Canada Consumer Product Safety Act.
3. If not using a family bed, each child older than 15 months, who naps or rests, has a cot or nap mat that
is appropriate for their height.
4. The minimum space between rest equipment is at least 46 centimetres except where in contact with
a wall.
5. All nap equipment is washable and non-absorbent.
6. Nap mats are at least 5 cm in thickness and are stored so there is no contact with another nap mat or
they are disinfected on both sides after each use.

What you need to know

ELC homes must provide an area for children to rest that meets the needs of the individual child.

A “rest area” is any location that permits children to rest undisturbed. It is a designated area not used for
play activity during the rest period and may be family bedrooms if they are approved.

When developmentally appropriate, operators may use the family beds of the home for preschool children.
Operators must ensure that children cannot fall off the bed. The original bed and bedding must be completely
covered with a sheet or other covering used only for the child resting.

Upper levels of bunk beds must never be used.

Operator Manual - Early Learning and Childcare Homes 63

ELC homes must provide, or require that the parent provides, a crib or portable playpen for each child
younger than fifteen months, which must comply with the Cribs, Cradles and Bassinettes Regulations and
the Playpens Regulations under the Canada Consumer Product Safety Act (Canada).

Infants younger than 15 months are not permitted to nap in a swing, car seat or any other equipment not
designed for napping.

To reduce the risk of communicable disease, infants use the same crib or portable play pen each day.

Infants who can climb out of a crib by themselves are provided with a cot or mat.

It is recommended that one operable night light be located in each rest area.

Only children who nap or rest, require appropriate rest equipment (including blankets and sheets). When
a child who does not usually nap wants to rest, a mat or cot must be provided.

Mats less than 5 centimetres thick and yoga mats are not permitted as rest equipment.

Cots and mats are long enough so that neither the child’s feet nor head extend past the ends and wide
enough so that the child can easily turn over without falling off.

Duct tape or similar material is not permitted to repair a mat.

It is recommended that cots and mats not be stored in the play area.

Health Canada does not recommend blankets and pillows for children younger than 12 months.

http://www.phac-aspc.gc.ca/hp-ps/dca-dea/stages-etapes/childhood-enfance_0-2/sids/pdf/sleep-sommeil-
eng.pdf (Health Canada)

http://www.caringforkids.cps.ca/handouts/safe_sleep_for_babies (Canadian Paediatric Society)

Children are provided with sheets and blankets from either the facility or their home and bedding is washed,
at minimum, weekly.

9.2.4 Washroom

Licensing Regulation – Early Childhood Services Act

38 (1) The children receiving services at a licensed facility shall have access to washrooms that include the
following:

(a) if one to nine preschool children or school-age children are receiving the services, one toilet
and one sink;

38(2) An operator of a licensed facility shall supervise a child while the child is using the washroom if the
washrooms are not used exclusively by the children, the operator and staff members at the licensed
facility.

38(3) An operator of a licensed facility shall provide one potty chair or training seat for each group of
three children who are being toilet-trained.

64 Education and Early Childhood Development

38(4) An operator of a licensed facility shall provide steps or platforms that allow the children to use
regular sized toilets and sinks.

Intent

There are sufficient and safe washroom facilities to meet the needs of the number and ages of children
enrolled in the facility.

Indicators

1. The facility has the proper number of functioning and available toilets and sinks as per regulation 38(1).
2. Children are supervised at all times when using washrooms.
3. One potty chair or training seat is provided for each group of three children being toilet trained.
4. Steps or platforms are provided to allow children to reach regular-sized toilets or sinks.

What you need to know

All toileting activities, such as use of potty chairs, take place in designated washroom facilities and not in
play areas.

After each use, potty-chairs are emptied into a toilet, cleaned, sanitized and stored in the bathroom.

Liquid soap and paper towels are to be used to wash and dry hands. Children are not to share towels or
facecloths.

Bathrooms in ELC homes may be those used by family members of the operator.

The following is a guideline for cleaning and sanitizing the washroom area:

• after each use

ŹŹ change table or change mat
ŹŹ potty chairs

• daily (or when soiled)

ŹŹ hand washing sinks
ŹŹ faucets and handles
ŹŹ surrounding counters
ŹŹ toilets – toilet bowl, seats and rim of toilet
ŹŹ flush handle
ŹŹ door knobs
ŹŹ light switches
ŹŹ floors
ŹŹ diaper pails

Operator Manual - Early Learning and Childcare Homes 65

9.2.5 Storage space

Licensing regulation – Early childhood services Act

39(1) A licensed facility shall have storage space that includes:

(a) low, open shelves for the display and storage of toys and supplies;
(b) easily accessible space to store the personal belongings of each child receiving services at the
licensed facility; and
(c) if services are provided to a child who is not toilet-trained, space for diapers, creams and wipes
for the child.

39(2) A licensed facility shall have a separate locked storage space that is inaccessible to the children for
each of the following:

(a) toxic products, chemical products and cleaning supplies;

(b) medications; and
(c) if the licensed facility is located in a family dwelling, firearms.

39(3) Despite paragraph (2)(b), medications administered in cases of anaphylactic shock shall not be
stored in a locked space.

Intent

Having storage space for play materials and equipment identifies where items belong. Children make their
own choices about activities and equipment. Toys and other equipment are stored properly and are not
safety hazards when not in use.

Providing each child with a place for personal belongings helps in keeping items separate so that belongings
do not get lost or mixed up. Children learn how to take care of their belongings, and the risk of communicable
disease is reduced.

Locked inaccessible storage space for dangerous toxic products and firearms ensures the safety of the children.

Proper locked inaccessible storage of medications protects the health and safety of children by ensuring
they are kept out of reach to prevent accidental ingestion.

Indicators

1. Indoor play area material, equipment and toys are easily accessible on low, open shelves.
2. Easily accessible space is provided for personal belongings.
3. Individual space is provided for diapers, creams and wipes for each child who is not toilet trained.
4. Toxic products, chemical products and cleaning supplies are locked and inaccessible to children.
5. Medications are locked and inaccessible to children, except medications used for anaphylactic shock,
which are stored safely but accessible.
6. Firearms in a family dwelling are locked and inaccessible to children.

66 Education and Early Childhood Development

What you need to know

Toys, program materials and supplies are accessible to children, appropriately labelled (to promote literacy)
and permit independent selection. They are stored at children’s level, and they are able to use them without
adult assistance.

There is additional storage space for materials and equipment to permit rotation and excess items are not
stored in the play area.

Easily accessible storage space for the personal belongings of each child in attendance is provided.

This may include:

• hangers or hooks with additional provisions, such as plastic containers that can store children’s
bedding, changes of clothing or individual backpacks

Toxic products do not include the diluted spray bottles used for cleaning table tops, change tables and
toys. However, these must be inaccessible to children at all times, and no child can reach them even with
climbing or reaching.

Spray bottles are labelled with contents.

Medications and toxic products are locked by either a CSA-approved child safety lock product or by lock
and key. Consultation may be required with ELC licensing staff to determine the best locking method.

Medications requiring refrigeration are stored in the refrigerator in a leak-proof locked box clearly labelled
“medication storage.” A locked box is not required if the kitchen is locked and inaccessible to children.

For information about the storage of firearms:

RCMP (Storing, Transporting and Displaying Firearms):

www.rcmp-grc.gc.ca/cfp-pcaf/fs-fd/storage-entreposage-eng.htm

9.3 Outdoor environments

9.3.1 Outdoor play area

Licensing Regulation – Early Childhood Services Act

31(1) A licensed facility shall have an outdoor play area that is less than 350 m from the indoor play area.

31(3) An operator shall maintain the outdoor play area of a licensed facility to ensure the safety of the
children.

31(4) An operator shall ensure that the outdoor play area of a licensed facility

(a) includes a shaded area that is at least 10% of the outdoor play area, and
(b) consists of more than one surface to permit different types of play.

Operator Manual - Early Learning and Childcare Homes 67

Intent

Outdoor play areas provide a natural space inviting to children. Children are encouraged to discover, learn,
create, move, manipulate, explore, play by themselves, play with others and pursue their fields of interest.

Indicators

1. An outdoor play area is:

• less than 350 metres from the premises;

• maintained safe and free of hazards;
• at least 10 % shade;
• comprised of various types of surfacing to permit different types of play.

What you need to know

Outside play areas are:

• maintained free of glass, debris and animal litter.

• well drained and free from depressions in which water may stand.
• either directly adjacent to the operator’s home or within walking distance, for example, a
neighbourhood park or playground.

Outdoor play environments have a layout that permits effective supervision, which means that children are
in view at all times and are easily supervised.

The outdoor play area has various types of surfaces such as grass, sand, asphalt, etc. that allow for all kinds
of play and promotes natural outdoor play experiences for children. The outdoor play area is accessible to
children of all abilities.

The outdoor play area contains natural elements such as trees, flowers, gardens, encouraging children to
explore their environment.

Ten percent of the outside play area must be shaded at all times of the day. A shaded area may be from natural
shade (for example, trees), or may be created by using large beach umbrellas, tarps or a wooden structure.

A fenced outdoor play area is not required for ELC homes; however, the operator is responsible to ensure
the safety of the children. If safety is a concern, for example in a high traffic area, ELC licensing staff may
require a fence be installed.

Where a fence is present, gates must be secured using latches so that they cannot be opened by preschool
children. They are not locked due to safety concerns as per the Office of the Fire Marshal.

In the winter:

• outdoor play spaces must be kept accessible;

• gates and exits must be kept clear of snow and ice and open and close with ease; and
• stairs, walkways, ramps, porches, parking areas and driveways must be kept free from
accumulations of water, ice and snow.

68 Education and Early Childhood Development

9.3.2 Outdoor play area materials and equipment

Licensing Regulation – Early Childhood Services Act

33(1) An operator of a licensed facility shall provide outdoor play area materials and equipment that are
varied and in sufficient quantity for the number and ages of the children receiving services at the
licensed facility.

33(2) Stationary equipment in the outdoor play area shall be surrounded by a protective surfacing and
installed according to the manufacturer’s instructions.

33(3) An operator of a licensed facility shall complete a monthly review and maintenance plan on all
stationary equipment that includes the following information:

(a) the review and repair dates;

(b) the action required and the action taken; and
(c) the name of the staff member who conducted the review.

33(4) An operator of a licensed facility shall comply with any recalls regarding defective outdoor play area
materials and equipment.

Intent

Outdoor play area materials and equipment are safe, age appropriate, functional and in sufficient quantity
to encourage the children to be active and involved in activities.

Indicators

1. Outdoor play area materials and equipment are varied and in sufficient quantity for all children present.
2. Stationary equipment is surrounded by protective surfacing of appropriate depth.
3. Stationary equipment is installed according to manufacturer’s instructions.
4. The operator is aware of any recalls and responds accordingly regarding outdoor play area materials
and equipment.
5. The operator completes monthly review and maintenance plans of the stationary equipment and
records are available on-site.

What you need to know

The outdoor play area is an extension of the indoor play environment, providing many of the same
opportunities, including space for creative, quiet, pretend and sensory experiences.

It is understood that ELC homes may not have outdoor play equipment in the same quantity and variety
as ELC centres. However, what is present must meet safety requirements.

Sandboxes are:

• equipped with tight-fitting covers;

• kept covered when not in use; and
• protected from animals.

Operator Manual - Early Learning and Childcare Homes 69

Operators should ensure that outdoor play areas conform, at minimum, with CSA standard CAN/CSA-Z614-14
entitled Children’s Playspaces and Equipment, and any subsequent update to this standard. This document
specifies safety standards for play areas used by children aged 18 months to 12 years and is available for
purchase at www://shop.csa.ca/en/canada/injury-prevention/cancsa-z614-14/invt/27019532014.

Equipment refers to all objects/structures (falling within the parameters of the CSA standard) in a play area
that are provided to be used for play by children, whether or not they were produced for that purpose.

Stationary equipment includes: climbing structures, swings, slides, rock climbing equipment.

Protective surfacing is material to be used as a ground cover within the safety zone of play area equipment
as specified by the CSA standard.

Protective surfacing is required for any stationary climbing structures regardless of height. However, it is
recommended that all other climbing structures also have protective surfacing. It should be turned over or
raked weekly to ensure proper depths are maintained. Grass is not a protective surface.

Equipment is not used if it is unsafe based on the visual inspection.

Toys and materials are accessible year-round.

Outdoor storage space is provided for toys.

Operators are required to create and use an outdoor maintenance checklist, for stationary equipment, to
meet the requirements of section 33(3) of the Licensing Regulation – Early Childhood Services Act. An example
may be found in the CSA standard CAN/CSA-Z614-14 Children’s Playspaces and Equipment.

When using municipal playgrounds, operators check for obvious hazards each time they are used and take
measures such as increasing supervision and/or not permitting children to use those pieces of equipment
deemed to be unsafe. The municipality should be contacted if there are concerns with the equipment.

For further details on the Canadian Consumer Product Safety Act, its requirements and recalls: http://www.
hc-sc.gc.ca/cps-spc/legislation/acts-lois/ccpsa-lcspc/index-eng.php

Loosefill protective surfacing material and critical height range

Loosefill protective Recommended minimum depth

Critical height
surfacing material of material (compacted)
Wood/bark mulch 30 cm Up to three metres
Engineered wood fibre 30 cm More than three metres
“Washed”, round, pea gravel* 30 cm Up to 2.5 metres
Specified sand† 30 cm More than 2.5 metres
Shredded tire crumb 20 cm More than three metres
* Washed, round, pea-type gravel and sand should be clean to help avoid compaction
† Specified sand should meet developed particle size analysis envelope test for determined impact-attenuation requirement results
Adapted from CSA - Children’s Playspaces and Equipment (CAN/CSA-Z614-14), 2014

70 Education and Early Childhood Development

Section 10: Safety and Well-being of Children

10.1 Access to a licensed facility

Licensing Regulation – Early Childhood Services Act

23 The parent or guardian of a child receiving services at a licensed facility shall have access to the
licensed facility at any time when the child is present unless the parent or guardian has otherwise
lost his or her right of access.

Intent

Parents have access to the facility and are reasonably assured of the safety and well-being of their children.
Parents are made to feel welcome at the facility.

Indicators

1. Parents of children enrolled at the facility are granted entry at any time.

What you need to know

Parents are encouraged to visit the facility at any time and are immediately admitted when their child is
present. A statement advising parents of this is in the parent handbook.

Although parents have access to the facility, the doors may be locked during operational hours to ensure
the safety of the children and the operator.

A secure facility has practices in place to ensure that operators are aware of who is entering and exiting the
building at all times.

In the event of parental restrictions on visiting, parents should provide copies of any access orders, court
orders or restraining orders to the facility. Copies are kept in the child’s file.

For more information about custody and access in New Brunswick: Public Legal Education and Information
Service of New Brunswick www.legal-info-legale.nb.ca/en/custody_and_access

10.2 Personal belongings

Licensing Regulation – Early Childhood Services Act

40(1) An operator of a licensed facility shall ensure that personal belongings of a child receiving services at
the licensed facility that are brought to the licensed facility, including combs, brushes, toothbrushes,
towels, washcloths, bedding, pacifiers and soothers, are

(a) labelled with the name of the child,

(b) used only for the intended child, and
(c) stored separately for each child.

Operator Manual - Early Learning and Childcare Homes 71

40(2) An operator of a licensed facility shall not permit pacifiers or soothers to be used with a neck string.

Intent

Personal belongings are not shared in order to prevent and control communicable diseases and illness,
including the spread of head and body lice.

Indicators

1. Personal belongings brought into the facility are labelled with the name of the child, only used for the
intended child and stored separately for each child.
2. Pacifiers or soothers do not have neck strings.

What you need to know

Both prohibiting the sharing of personal belongings and storing them separately helps prevent the spread of
communicable diseases (respiratory, gastrointestinal), lice and skin infections such as scabies and ringworm.

If used, toothbrushes are stored so that they:

• do not drip on other toothbrushes;

• are separate from one another;
• have the bristles turned up;
• are exposed to the air to dry; and
• are not in contact with any surface.

Toothpaste is not shared between children.

When the child is not using their pacifier or soother, it is kept in a container labelled with the child’s name.

Pacifier or soother clips CSA approved may be used to attach pacifiers or soothers. The clips are removed
prior to the child resting.

10.3 Diaper changing

Licensing Regulation – Early Childhood Services Act

41(1) A licensed facility at which services are provided to children who wear diapers shall have a sturdy
surface that is

(a) equipped with rails or safety straps,

(b) covered with a non-absorbent layer,
(c) located separate from the food preparation area and not used for serving food, and
(d) no more than one metre from a sink.

41(2) Despite subsection (1), a changing mat used exclusively for diaper changing may be used as a
surface for diaper changing for children who are at least 15 months of age.

72 Education and Early Childhood Development

41(3) An operator of a licensed facility shall

(a) post diaper changing procedures in diaper changing areas, and

(b) ensure that a child is never left unattended during diaper changing.

Intent

The health and safety of young children are important when diaper changing. Operators must have a good
understanding of safe diaper changing practices to ensure the transmission of communicable diseases is
reduced.

Indicators

1. Individual space is provided for diapers, creams and wipes for each child who is not toilet trained.
2. Changing surface is equipped with rails or safety straps and is covered with a non-absorbent layer.
3. When a changing mat is used, it is exclusively for diaper changing for children 15 months and older.
4. The changing area is located one metre or less from a sink, separated from the food preparation area
and not used for serving food.
5. Diaper changing procedures are posted in a visible place in the diaper changing area.
6. Children are always supervised during diaper changing.

What you need to know

Hand washing significantly reduces the transmission of infections. It is important for operators and children
to wash their hands after toileting or changing diapers.

If the height and weight of a child younger than 15 months raises safety concerns, an operator must consult
with ELC licensing staff to discuss alternate diaper changing procedures and be approved to use a changing
mat.

Diaper changing procedures are found in Appendix 21.

Diapers must be checked for wetness or feces hourly or whenever a child indicates discomfort or exhibits
behaviour that suggests a soiled or wet diaper.

Public Health recommends that disposable non-porous gloves be worn during diapering when:

• the adult has an open cut, sore or cracked skin

• the child has an open area on his/her skin
• the child has a known infection that is spread through feces

Waste baskets used to discard diapers must be tightly covered and lined with a disposable trash bag. Foot
operated garbage cans are best for diaper disposal. This will help with eliminating contamination.

Diaper Genies are acceptable to use as long as children do not have access to them.

Diapers must not be disposed of in kitchen garbage containers or in waste baskets in children’s play areas.

Operators may need to adapt equipment and diaper changing methods to provide diaper changing for
children with additional support needs.

Operator Manual - Early Learning and Childcare Homes 73

10.4 Medication
Licensing Regulation – Early Childhood Services Act

46(1) An operator of a licensed facility shall only administer medication to a child receiving services at
the licensed facility in the following case:

(a) the medication is provided by the child’s parent or guardian;

(b) the parent or guardian of the child gives written consent;
(c) if the medication is not prescribed, the medication is

(i) in the original container with the original label,

(ii) in a container with child protective caps, and
(iii) labelled with the child’s name and the dosage; and

(d) if the medication is prescribed, the medication is labelled with the name of the physician, the
instructions for use and the time period for use.

46(2) Despite subsection (1), the operator of a licensed facility may administer acetaminophen to a child
if the parent or guardian of the child gives written or oral consent.

46(3) If consent is oral under subsection (2), the operator of a licensed facility shall require the parent or
guardian to give a written acknowledgement when the child is picked up at the licensed facility
that acetaminophen was administered with their consent.

46(4) An operator of a licensed facility shall maintain a chronologically filed medication record of all
medication administered to a child.

Intent

Clear administration of medication procedures helps to ensure that children are receiving medication
properly and safely.

Having parents provide written consent and instructions for administering medication ensures that operators
are aware of the correct time(s) and correct dosage.

Medication provided in original containers and clearly labelled with the child’s name ensures that it is given to
the correct child and operators can also confirm that the medication is not out of date and is stored properly.

Indicators

1. Medication is only provided by the child’s parents,

2. Medication brought into the facility is in the original child safe container with a label showing the child’s
name and dosage.
3. Prescribed medication is labelled with the child’s name, doctor’s name, instructions for use and the
time period for use.
4. The operator maintains written records when medications are administered.

74 Education and Early Childhood Development

What you need to know

Administering medication requires particular attention to detail, proper record keeping and clear communication
between the operator and parents.

In the case of routinely given medications, a parent may provide consent for an extended period of time.

Prior to administering acetaminophen provided by the operator, written parental consent is on file and
parents are consulted for correct dosage. Parents sign a written acknowledgement, when picking up the
child, that acetaminophen was administered with their oral consent. See Appendix 8.

The common brand name of acetaminophen is Tylenol. Ibuprofen (Advil, Motrin) is not included in the
consent for acetaminophen.

Medication cannot be administered at a different dosage, frequency or to a different person than the
information provided on the label of the container.

Medications are locked at all times. For further information about medication storage, see section 9.2.5.

EpiPens are the only medication that can be easily accessible to operators and are not required to be locked,
however they are not accessible to children.

For further information regarding EpiPens: www.epipen.ca

For children with anaphylaxis and other life-threatening allergies, parents may complete an Allergy
Management and Emergency Plan.

For children with a medical condition, such as asthma or diabetes, that may require ongoing health-care,
parents may complete an Essential Routine Services and Emergency Plan.

If used, the operator and parents should review and update these plans annually. Operators must be well
informed of any children in the facility who have medical conditions or significant allergies.

For life threatening allergies:

• Parents provide written consent to post the child’s name and allergy information.
• If parents do not give permission to post the child’s name, information regarding the life-threatening
allergy, without the child’s name, must still be visible.
• It may be simplest to eliminate those foods from menus altogether rather than risk exposure to those
foods, as even traces of them can be deadly for some children. Where a food is excluded from the
facility – for example, peanuts – a “No Nuts” notice is posted where it can be seen easily and reminds
parents regularly.
• Operators must be aware of children who have a life-threatening allergy and their allergy
management plan.

Operators must be informed of food allergies, special diet requirements or special feeding arrangements,
and this information is clearly posted in any areas where food is prepared or served.

Operator Manual - Early Learning and Childcare Homes 75

Suggested forms for medications and health plans may be found at:

Appendix 4 – Extreme Allergy Management and Emergency Plan

Appendix 5 – Essential Routine Services and Emergency Plan
Appendix 6 – Administration of Medication Consent and Record Form – Ongoing Treatment
Appendix 7 – Administration of Medication Consent and Record Form

Administration of over-the-counter medications, homeopathic and herbal medications, must follow the
same practices as any medication provided by parents. It is recommended that if parents request an over-
the-counter medication be administered, there should be a written authorization from the health-care
professional and the parent is to provide written permission. This is to include the child’s name, the correct
dosage and administration instructions.

Health Canada has issued the following guidelines for parents and caregivers:

• Do not use over-the-counter cough and cold medicines for children younger than six, as serious harm,
including misuse, overdose and side-effects may occur.
• Always check the label first to make sure the medication is suitable for the child.
• Do not give children medications labelled only for adults.
• Do not give children aged six and older more than one kind of cough and cold medicine (unless
under the advice of a healthcare practitioner). Combining medicines with the same ingredient(s)
may cause side effects.

The following link contains information on cold/cough medication ingredients that are not to be given to
children younger than six.

https://www.canada.ca/en/health-canada/services/drugs-medical-devices/concerns-about-children-s-
medication.html

10.5 Proof of immunization

Licensing Regulation – Early Childhood Services Act

47(1) An operator of a licensed facility shall refuse admission to a child if satisfactory proof of the
immunizations required by the Public Health Act or the regulations under that Act is not provided.

47(2) Subsection (1) does not apply if a child’s parent or guardian provides one of the following documents:

(a) a medical exemption, on a form provided by the Minister of Health, signed by a medical
practitioner; or
(b) a written statement, signed by the parent or guardian, of the parent or guardian’s objection for
reasons of conscience or religious belief to the immunizations required by the Public Health Act
or the regulations under that Act, on a form provided by the Minister of Health.

Intent

Preventive health-care includes immunizations as outlined in the Public Health Act, subject to written
objection by parents or medical exemption provided by a medical practitioner.

76 Education and Early Childhood Development

Indicators

1. Immunization records, medical exemptions, or signed statements of objection from parents are in
children’s files.

What you need to know

Operators are responsible to verify they have received proof of immunization, but are not responsible to
determine the accuracy of the information.

School-age children have their immunization records verified at the school by the Public Health Nurse, so
operators are not required to have immunization records of school-age children.

It is recommended that operators maintain a list of children who are not up to date on their required
immunizations or who have not been immunized. It may be necessary to exclude these children from the
facility in the event of an outbreak of a vaccine-preventable disease.

10.6 Prohibition of smoking

Licensing Regulation – Early Childhood Services Act

42(1) Smoking, within the meaning of the Smoke-free Places Act, is prohibited during operating hours
on the premises of a licensed facility, including in the outdoor play area, during outings and while
transporting the children receiving services at the licensed facility.

42(2) If a licensed facility is located in a family dwelling, the operator shall advise a parent or guardian of
each child receiving services at the licensed facility whether any person smokes outside operating
hours at the licensed facility

Intent

Children are protected from second-hand smoke by prohibiting smoking in those areas frequented by children.

Indicators

1. Smoking and/or vaping is prohibited in inside and outside play areas, during outings and while
transporting children.
2. If the licensed facility is located in a family dwelling, parents are informed if smoking occurs when the
facility is closed.
3. There is no evidence observed during inspection visits of smoking occurring in the licensed facility or
outdoor play area.

What you need to know

The Smoke-Free Places Act prohibits smoking in public places frequented by children. Smoking is not permitted:

• within nine metres of doorways, windows and air intakes of enclosed public places and indoor
workplaces, and;
• on the grounds of a school;

Operator Manual - Early Learning and Childcare Homes 77

 • in an area of an outdoor public place on which playground equipment is situated, in a sports area
of an outdoor public place or within 20 metres of any point on the perimeter of the playground
equipment or the sports area; and
• in an indoor workplace.

Parents of children attending childcare facilities operated from the individual’s home must be advised at
the time of enrolment if the operator or any other individual residing in the home smokes.

E-cigarettes and water pipes are not permitted.

10.7 Fire safety

Licensing Regulation – Early Childhood Services Act

24(1) For the purposes of subsection 20(1) of the Act, the following records and documents shall be
maintained on the premises of a licensed facility:

(j) smoke alarm, smoke detector and fire extinguisher inspection and maintenance records;
(k) emergency evacuation and fire drill records;

28(2) An operator of a licensed facility shall carry out emergency evacuation and fire drills monthly.

28(4) The premises of an early learning and child care home shall be equipped with a smoke alarm, smoke
detector and fire extinguisher as required by the Fire Prevention Act.

Intent

Having an organized, complete evacuation plan and practicing monthly ensures the safety of the children
and operator in the event of an emergency evacuation.

Indicators

1. A smoke alarm, smoke detector and fire extinguisher are present and functioning, as required by the
Fire Prevention Act.
2. Evidence of monthly emergency evacuation and fire drills is available for review.
3. The facility has an emergency evacuation plan that is clearly posted.

What you need to know

10.7.1 Emergency evacuation plan

The local fire prevention officer should be consulted for assistance in developing the emergency evacuation
plan.

The posted emergency evacuation plan:

• includes a diagrammed floor plan of the facility:

• shows the evacuation routes, all exits and meeting place outside of facility;
• is posted in a visible location at each exit and on each level;
• is clear enough that a visitor to the facility could easily follow the instructions.

78 Education and Early Childhood Development

Early learning and childcare home operators must have a written emergency plan that:

• shows the evacuation routes;

• informs parent(s)/guardian(s) of the location of an alternate accommodation;
• informs parent(s)/guardian(s) of the transportation arrangements to the alternative accommodation;
• lists items to be taken out in an emergency (example, first aid kit, emergency contact information); and
• details how to physically remove children from the building, in particular, how to evacuate infants
and children with additional support needs.

Operators should request annual training by fire prevention authorities on the proper use of fire extinguishers.

10.7.2 Emergency evacuation and fire drills

Written emergency evacuation and fire drill records, which contain the date and time of each drill and
the number of children and adults involved, are maintained on site for at least one year. A suggested
Emergency Evacuation and Fire Drill, Smoke Alarm, Smoke Detector and Fire Extinguisher Check form is
found at Appendix 16.

Daily attendance records and child emergency contact information are located in an accessible consistent
place and are taken out of the facility in an emergency.

Emergency evacuations and fire drills are conducted at various times of the day and throughout the
year. The fire prevention officer should be consulted to develop protocols and to obtain best practices in
conducting emergency evacuation and fire drills at the facility (such as if the fire alarm has to be sounded,
how to conduct fire drills in the winter).

Fire prevention officers emphasise that priority be given to evacuating the building and ensuring the safety
of children before attempting to extinguish or control a fire.

Children should wear proper indoor footwear at all times. Footwear may be removed during resting period.

10.7.3 General fire safety

Operators practice the following general fire safety precautions:

• where children are younger than five, install protective receptacle covers in electrical outlets or install
tamper resistant outlets;
• do not overload electrical receptacles;
• limit the use of extension cords; however, if used attach extension cords securely to the wall or floor;
do not let them hang;
• keep lighters and matches inaccessible to children;
• halls and stairways are well lit and free of objects;
• provide an operable flashlight for each floor level;
• protect children from access to fireplaces, free standing stoves (woodstoves), furnaces and hot water
heaters;
• ensure that woodstoves used as a source of heat are installed according to manufacturer’s specifications
and installation has been verified by fire prevention officers; and
• check and clean chimneys and wood stoves annually.

Operator Manual - Early Learning and Childcare Homes 79

10.8 First aid kit and telephone
Licensing Regulation – Early Childhood Services Act

44 An operator of a licensed facility shall have a first aid kit that is equipped with the contents prescribed
by New Brunswick Regulation 2004-130 under the Occupational Health and Safety Act as a first aid
kit that is not a personal, Type P first aid kit, and a telephone in working order

(a) on the premises of the licensed facility,

(b) at a private pool, if children receiving services at the licensed facility have access to the private
pool, and
(c) on each outing.

Intent
Immediate access to a well-stocked first aid kit ensures that care for minor injuries is provided as soon as
possible.

A working telephone is required in the event of an emergency.

Indicators

1. First aid kit and a working telephone are accessible:

• on the premises;
• when accessing a private pool; and
• on each outing.

2. Contents of first aid kits comply with Schedule C of regulation 2004-130 under the Occupational Health
and Safety Act (O.C. 2004-471).

What you need to know

First aid kits must:

• be easily accessible to operators, but out of reach of children;

• include up-to-date emergency records for the children in attendance;
• be maintained in a clean, dry and serviceable condition using Schedule C of regulation 2004-130
under the Occupational Health and Safety Act (O.C. 2004-471)**;
• be checked regularly, restocked and changed if necessary (Appendix 17 provides a monthly checklist
for maintaining the first aid kit);
• accompany operators and children whenever away from the facility, including when transporting
children to and from school.

When in the outdoor play area, frequently used first aid supplies are available and easily accessible should
an incident occur.

To assist in emergency situations, the facility’s name and street address is posted close to each telephone
or in an agreed on location. This will ensure correct information is provided to emergency personnel.

80 Education and Early Childhood Development

**As per Schedule C of regulation 2004-130 under the Occupational Health and Safety Act (O.C. 2004-471),
supplies for first aid kits includes the following items:

• 1 standard first aid manual (English and French)

• 1 record book and pen or pencil
• 1 pair of stainless steel scissors (140 mm)
• 1 pair of tweezers
• 1 variety pack of safety pins
• 24 sterile adhesive strip bandages (various sizes)
• 12 sterile gauze pads (various sizes)
• 2 rolls of sterile gauze bandage (75 mm x 9 m)
• 2 rolls of elastic bandages (7.5 cm)
• 4 sterile compress dressings (100 mm x 100 mm)
• 6 triangular bandages (1 m)
• 2 rolls of adhesive tape (25 mm x 9 m)
• 4 burn dressings (various sizes)
• 6 abdominal dressings individually wrapped (20 cm x 25 cm)
• 12 antiseptic cleansing towelettes individually wrapped (14 cm x 19 cm)
• 6 individual packages of sugar
• 1 container of antiseptic disinfectant for the skin (not iodine)
• 1 water soluble burn treatment (55 g tube or more)
• 6 pairs of disposable gloves (latex or vinyl)
• 1 face shield with a one-way valve (disposable)
• 1 package of cotton tipped applicators
• 12 hand wipes or 1 bottle of hand cleaner
• 1 shock blanket
• Several puncture resistant plastic bags

10.9 Transportation of children

Licensing Regulation – Early Childhood Services Act

20 For the purposes of section 17 of the Act, the requirements with respect to the transportation of
children are as follows:

(c) the driver of a motor vehicle and the motor vehicle must be in compliance with the Motor Vehicle
Act and the regulations under that Act; and
(d) the motor vehicle must be equipped with

(i) a record of emergency contacts for each child receiving services at the licensed facility,
and
(ii) a first aid kit that is equipped with the contents prescribed by New Brunswick Regulation
2004-130 under the Occupational Health and Safety Act, as a first aid kit that is not a
personal, Type P first aid kit.

Operator Manual - Early Learning and Childcare Homes 81

Intent

Compliance with the Motor Vehicle Act increases the safety of children being transported in a vehicle.

A first aid kit and emergency contacts for each child available in every vehicle helps in the event of an
emergency.

Indicators

1. Drivers are in compliance with the Motor Vehicle Act and the regulations under that Act
2. Each vehicle is equipped with:

• Emergency contacts for each child

• A first aid kit

What you need to know

Operators comply with the Motor Vehicle Act and its regulations in regard to driver qualifications, use of
infant seat, booster seats and/or seat belts and the registration and inspection of the vehicle.

The Motor Vehicle Act: http://laws.gnb.ca/en/ShowTdm/cs/M-17//

For more information about child car seat safety, see the following:

Justice and Public Safety: http://www2.gnb.ca/content/gnb/en/departments/jps/public_safety/content/

drivers_vehicles/content/booster_seats.html

Transport Canada: https://www.canada.ca/en/services/transport/road/child-car-seat-safety.html

The Motor Vehicle Act Regulation 83-163 says that a child must be properly secured in a child seat until the
child reaches at least one of the following:

• 9 years old
• 36 kg
• 145 cm

Operators are to advise their vehicle insurance company if transporting children to ensure adequate coverage.

When planning outings operators are to consider:

• how children will be transported;

• the distance and time required to transport children to ensure it is developmentally appropriate;
• the risks associated;
• if the outing is appropriate for the ages and development of the children; and
• how the children will be kept safe during the outing.

Parents should transport their own children to activities outside of the facility.

Public transportation may be used when or where available.

82 Education and Early Childhood Development

Operators develop a transportation policy outlining the point at which the facility assumes responsibility
for the child, for example, children walking to and from school unsupervised. Parents sign a consent form
regarding their children walking unsupervised.

10.10 Pools
Licensing Regulation – Early Childhood Services Act

34(1) An operator of a licensed facility shall not permit a child receiving services at the licensed facility
access to a private pool without a filtration and chlorination system.

34(2) Access to a private pool with a filtration and chlorination system by a child receiving services at a
licensed facility is permitted in the following circumstances:

(b) the pool is enclosed with a fence at least 1.52 m in height in addition to the fence enclosing the
outdoor play area;
(c) the following equipment is accessible to the educators:

(i) an electrically insulated or non-conducting reaching pole;

(ii) a throwing line with a buoyant aid; and
(iii) a record of emergency contacts for each child; and

(d) a sign is posted near the pool indicating the deep and shallow ends.

34(3) When access to a private pool is permitted, the Minister shall require that the operator obtain and
maintain additional liability insurance and demonstrate this fact to the Minister.

34(6) Access to a public pool or a public swimming area by a child receiving services at a licensed facility
is permitted if there is a lifeguard on duty.

Intent

Clear guidelines reduce the risk of drowning and injury to children in and around water.

Indicators

1. Private pools have a filtration and chlorination system.

2. When accessing a private pool:

• there is a separate fence of 1.52 metres in height enclosing the pool

• the operator has access to:
ŹŹ a reaching pole that is insulated or non-conducting;
ŹŹ a throwing line with a buoyant aid; and
ŹŹ the emergency contacts for each child.
• a sign is posted indicating the deep and shallow ends.

3. The operator demonstrates the appropriate liability insurance.

4. A lifeguard is on duty when accessing a public pool or public swimming area.

Operator Manual - Early Learning and Childcare Homes 83

What you need to know

It is important to understand the risks involved in providing water based activities such as swimming pools,
lakes, etc.

When attending a pool with infants and preschool children, operators enter the water and must be positioned
so they are at an arm’s length of the children at all times.

Portable wading pools are not permitted as stated in the Public Health Inspection Standards (Nov. 2015)
- Appendix 36.

10.11 Trampolines
Licensing Regulation – Early Childhood Services Act

35 An operator of a licensed facility shall not permit a child receiving services at the licensed facility
access to a trampoline.

Intent

There is a serious risk of injury to children using trampolines and restricting their use helps to keep children
safe from injuries.

Indicators

1. Children are not observed using trampolines.

What you need to know

Trampolines and mini trampolines are not used, both on-site and during outings.

Mini exercise trampolines may be used for therapeutic purposes for children when used under the direction
of a physical or occupational therapist and with proper supervision.

10.12 Kitchen
Licensing Regulation – Early Childhood Services Act

37 An operator of a licensed facility shall not permit a child receiving services at the licensed facility
access to the kitchen unless the child is supervised.

Intent
The safety of children is to be maintained at all times.

Indicators

1. Children are not observed unsupervised in the kitchen.

84 Education and Early Childhood Development

What you need to know

The kitchen space is inaccessible to children, except under supervised conditions such as cooking or special
art activities.

The operator must be present with the children at all times.

10.13 Hot beverages

Licensing Regulation – Early Childhood Services Act

43 An operator of a licensed facility shall not permit hot beverages in areas that are occupied by the
children receiving services at the licensed facility, including the outdoor play area.

Intent

Prohibiting hot beverages in the play areas reduces the risk of burns to children.

Indicators

1. Hot beverages are not observed in areas occupied by children, including the outdoor play area.

What you need to know

Any hot beverages, even those in mugs with secured covers, are not permitted in play areas.

Operator Manual - Early Learning and Childcare Homes 85

Section 11: Health

11.1 Management of Illness

Licensing Regulation – Early Childhood Services Act

45(1) An operator of a licensed facility shall require a parent or guardian of a child receiving services at
the licensed facility to

(a) notify the licensed facility if the child will be absent, and
(b) indicate whether the absence is due to illness or otherwise.

45(2) If a child is ill while receiving services at a licensed facility, an operator shall

(a) provide supervised care to the child in an area separate from the other children,
(b) notify the child’s parent or guardian and require that the child be picked up within one hour of
notification, and
(c) obtain the necessary medical assistance, if required.

45(3) If a child has or may be affected by a disease that is required to be reported under the Public Health
Act and the regulations under that Act by the operator of a licensed facility, the operator shall

(a) complete the forms provided by the Minister, and

(b) inform all parents or guardians of the children that a child has or may be affected by the disease.

Intent

Containing the potential spread of disease and preventing and/or managing an outbreak is imperative in
protecting children and operators.

Indicators

1. The parent handbook advises parents to notify the facility if the child is absent and if the absence is
due to illness or another reason.
2. Children who are ill are:

• separated from other children while still being supervised;

• picked up within one hour of notification, as evidenced on the potential illness form.

3. Medical assistance, if required, is obtained for children who become ill.

4. Management of potential illness forms are evident in child files.
5. Parents are advised when a child has a communicable disease or illness.

86 Education and Early Childhood Development

What you need to know

The management of illness in ELC facilities is an important issue for operators. Children, especially those
younger than five, are susceptible to many types of communicable or infectious diseases. These illnesses
can cause serious side-effects and even death if not managed properly. Operators play an important role
in controlling and preventing illnesses in the ELC facility.

The Guidelines for the Prevention and Control of Communicable Diseases in Early Learning and Childcare (ELC)
Facilities found in Appendix 37 are used in managing illness.

The following have been developed to assist with the management of illness in ELC facilities:

• Daily Information Sheet (for children 23 months and under) – Appendix 9

• ELC Facility Attendance Record – Appendix 10
• Potential Illness Report Form – Appendix 11
• Return After Exclusion Form – Appendix 12
• Notice of Illness Form – Appendix 13
• Managing Illness in ELC Facilities – Parent’s/Guardian’s Role – Appendix 14
• New Brunswick Guide for Exclusion of Children in Early Learning and Childcare Facilities - Appendix
B of the Guidelines for the Prevention and Control of Communicable Diseases in Early Learning and
Childcare (ELC) Facilities – Appendix 37

Children’s absences are recorded on the attendance sheet and illness reasons indicated.

A separate area for isolation may be a place within the play area but away from other children, ensuring
that the ill child is supervised. This ensures minimal exposure to other children.

Operators and children follow proper hand washing procedures as found in the Public Health Inspection
Standards (November 2015), Appendix 36, and the Guidelines for the Prevention and Control of Communicable
Diseases in Early Learning and Childcare (ELC) Facilities, Appendix 37.

If a communicable disease is identified, parents are informed and a notice is posted at all entrances to the
facility as soon as reasonably possible.

The Department of Health may recommend that the facility close during a communicable disease outbreak.

Hand washing is the most effective way of preventing the spread of infections in childcare settings. Hand
washing signs must be posted where ever hands are washed.

Hot and cold running water must be available at hand washing sinks. A supply of liquid soap in a pump
or wall mounted dispenser is required at all sinks where hand washing occurs. Paper towel should also be
available for drying hands.

To avoid scalding, hot water temperature at sinks where children’s wash their hands must not exceed 49° C.

If sinks and soap dispensers are out of reach for children, a secure step must be provided so children can
independently access them.

Operator Manual - Early Learning and Childcare Homes 87

11.2 Pets in the ELC home
Pets may be a positive experience for children in an ELC home; however, certain precautions are necessary to
keep children safe and secure. Whenever pets are present in the ELC home, the operator should ensure that:

• parents are advised of pets or any intent to add pets to the home
• animals have a friendly temperament for interacting with children
• children are not frightened by the animals
• children wash their hands after feeding and handling pets
• children handle pets under adult supervision
• children are taught how to safely interact with the animals
• animals are healthy and free of any diseases
• proof of current vaccinations is provided as verified by a licensed veterinarian
• dogs and cats are on a program to control worms, fleas and ticks
• cat litter is:
ŹŹ changed and scooped regularly
ŹŹ kept out of children’s play area
ŹŹ out of reach of children
• the living quarters of caged animals are enclosed and kept clean (e.g. birds, hamsters, gerbils)
• the animal’s living quarters are kept away from food areas
• animal food and feeding dishes are out of children’s reach
• fish are kept in covered aquariums
• pets are not permitted in the kitchen area when food is being prepared or children are eating
• to prevent contamination, dogs are not permitted to use the children’s outdoor play area for elimination
• any bite, attack or significant scratch by an animal is immediately reported to ELC licensing staff

The following animals are NOT permitted in ELC homes where infants and children under 5 years of age
are present:

• reptiles (e.g. turtles, lizards, snakes, and iguanas)

• amphibians (e.g. frogs, toads, newts, and salamanders)
• baby chicks or chickens
• baby ducklings or ducks

Raccoons, skunks, bats, monkeys and other wild animals are not permitted in ELC homes.

88 Education and Early Childhood Development

Section 12: Nutrition
Licensing Regulation – Early Childhood Services Act

48(1) An operator of a licensed facility shall serve

(a) a snack at least every three hours,

(b) a meal at each recognized meal period, and
(c) drinking water throughout the day.

48(2) An operator of a licensed facility may supply food to a child receiving services at the licensed facility
that a parent or guardian of the child brings from the child’s home if the food is labelled with the
child’s name and refrigerated, as required.

48(3) An operator of a licensed facility shall provide weekly menus to a parent or guardian of a child at
least three days in advance of serving the food and shall modify the food served in the case of special
nutritional requirements of a child.

48(4) If an infant is receiving services at a licensed facility, the operator shall

(a) hold the bottle at all times during the feeding of an infant who is bottle fed unless the infant is
able to hold the bottle himself or herself,
(b) ensure that an infant who is bottle-fed is not fed in a crib,
(c) supervise an infant while he or she eats or drinks, and
(d) ensure that each bottle is stored with a cover in the refrigerator.

48(5) If more than one bottle-fed infant is receiving services at a licensed facility, the operator shall ensure
that each bottle is

(a) labelled with the child’s name, and

(b) used only for the intended child,

48(6) An operator of a licensed facility shall post information relating to any allergies of the children in
the food preparation area.
Intent

Parents are aware of the food that is planned for meals and snacks.

Indicators

1. Snacks are served at least every three hours and meals at meal times.
2. Drinking water is provided throughout the day.
3. Food brought from home is labelled with the child’s name and refrigerated, as required.
4. Weekly menus are given to parents at least three days prior to serving the food.
5. Food served is modified for children with special nutritional requirements.

Operator Manual - Early Learning and Childcare Homes 89

6. Infants who cannot hold their own bottles are observed being held during bottle feedings and are
supervised at all times when eating or drinking.
7. Infant bottles are labelled with the child’s name, used for the intended child, stored with a cover and
refrigerated.
8. Allergy information on any child is posted in the food preparation area.

What you need to know

A healthy eating policy for licensed early learning and childcare facilities in New Brunswick is under
development. Additional information will be added to this section following the implementation of this policy.

12.1 General information

Lunches brought from home are stored in refrigerators or contain ice packs from home to ensure that they
are kept cold.

A supply of healthy snacks should be available to give to children who are regularly not provided with
enough food or the food brought from home does not meet nutritional requirements. For information on
Ideas for Healthy Snacks see Appendix 26.

Where food brought from home does not consistently meet either nutritional or food safety requirements,
the operator has a responsibility to discuss and resolve the situation with the parent.

Operators maintain a current dated menu plan providing a record of what food items are served each day.
Substitutions are documented and maintained on file.

Posting menus in advance informs parents of food their child is eating while at the facility. Posting changes
to the menu (meals and snacks) further informs parents.

Tracking of food intake is particularly important during the early years when children may show the first
signs of a food allergy.

Labelling bottles and/or food provided by parents ensures children receive what has been brought in for
them by their parent(s)/guardian(s).

Parents are advised if their child is consistently not eating or drinking.

12.2 Foods and beverages

Food served to children is varied, nutritious and follows the food guide as recognized by Health Canada.
For more information on creating menus see:

Appendix 27 Menus and Recipes

Appendix 28 Menu Planning Checklist
Appendix 29 Healthy Substitutions

The % Daily Value (% DV) can help you make informed food choices. You may use the % DV to compare two
different food products and make a better choice for you. Or you can use the % DV to choose products that
are higher in the nutrients you want more of and lower in the nutrients you want less of.

90 Education and Early Childhood Development

For more information, please refer to the following Health Canada website link. http://www.hc-sc.gc.ca/
fn-an/label-etiquet/nutrition/cons/dv-vq/index-eng.php

Serving sizes are appropriate for the needs of the children. See Appendix 30 Serving Sizes for Children.

Children do not need to be offered full size Food Guide servings at one eating occasion, rather Food Guide
servings may be divided into smaller portions to be offered throughout the day. For information about
appropriate serving sizes and Canada’s Food Guide, please follow the links below:

• Eating Well with Canada’s Food Guide

• My Food Guide Servings Tracker (2-3 year olds)

Paper copies of the food guide can be ordered, at no cost, from the Health Canada website.

Foods and beverages served are consistent with Foods to Serve Appendix 31, Foods Not to Serve Appendix
32 and Choking Prevention information Appendix 33.

12.3 Special dietary considerations

If a child has a life-threatening allergy to specific foods (for example, peanuts or shellfish), the operator has
a responsibility to ensure these items are not served or permitted in the facility.

Special dietary considerations, including allergy and anaphylaxis (severe allergy reaction) information
specific to an individual child is communicated to the operator and posted in areas where food is prepared
and consumed.

12.4 Infant feeding and breastfeeding

Infants younger than 12 months are fed on demand and in accordance with written instructions from the
parent regarding the amount, type and scheduling of feedings. See Infant Feeding Plan - Appendix 34 for
more information.

Operators welcome mothers to breastfeed or express milk at their convenience.

Operators work with families to develop an infant feeding plan to address the storage and feeding of breast
milk or infant formula.

Heating breast milk or infant formula in the microwave is not recommended. Studies have shown that
microwaves heat baby’s milk and food unevenly. This results in “hot spots” that can scald a baby’s mouth
and throat.

Pasteurized whole cow’s milk (i.e., 3.25 % milk fat) may be introduced to infants who are nine to 12 months
and continued to 24 months. Children 24 months and older can have lower fat pasteurized cow’s milk. Cow’s
milk is not provided to infants younger than nine months old.

Both the propping of bottles, in cribs, playpens or infants seats, and the carrying of bottles by young children
are prohibited.

Infants and children are not permitted to have bottles at nap time or while resting.

Operator Manual - Early Learning and Childcare Homes 91

12.5 Meal and snack time environment
Meals and snacks are served in a relaxing and enjoyable environment and are not hurried. Operators actively
engage in conversation with the children during meal times, creating a natural home-like environment.

When eating with children, operators model healthy eating practices.

Infants sit in high chairs, appropriate for the child’s development, as the operator helps them learn to feed
themselves. They do not sit on laps, in cribs, in car seats, etc. for feeding. There is one high chair or feeding
seat for every child.

As toddlers develop gross motor control, and are able to sit and eat at a table with other children they are
transitioned out of high chairs.

Tables, chairs and utensils are appropriate and properly sized for the children’s ages and abilities.

If children seem to slip in chairs, it may help to place rubber matting in the chair seat. Rubber matting may
also help keep plates and bowls from slipping on the table.

Children decide when they are finished eating. They are not forced or coerced to eat
and denying food is not permitted. Operators encourage children to respond to feelings
of hunger and fullness and do not make them finish eating the food being served.
Opportunities for children to learn about food and nutrition are provided (for example, setting the table,
planting a garden, composting, trying new foods from different cultures, using local vegetables and fruit,
age-appropriate cooking activities).

CHEFS! Is a toolkit that helps teach children and youth about healthy eating and physical activity while they
learn the fun of cooking. See Appendix 35 for more information.

12.6 Information for parents

Parents are often interested in what their children are eating and are looking for information on providing
healthy and nutritious options for their families. The following resources may be shared with parents to help
them understand how your menus are developed and/or to give them ideas when they pack healthy and
safe lunches and snacks for their children.

• Appendix 26 : Ideas for Healthy Snacks

• Appendix 28 : Menu Planning Checklist
• Appendix 29 : Healthy Substitutions
• Appendix 31 : Foods to Serve
• Appendix 32 : Foods Not to Serve
• Appendix 33 : Choking Prevention

New parents should have received a copy of the Loving Care series of books in the hospital when their child
was born. Loving Care provides information on child health, growth, development and safety.

• Loving Care Birth-6 months

• Loving Care 6-12 months
• Loving Care 1-3 years

92 Education and Early Childhood Development

Section 13: Extended Hour or Overnight Services
Licensing Regulation – Early Childhood Services Act

17(1) An applicant for a licence or a licensee may apply to the Minister on a form provided by the Minister
for an approval to provide extended hour services or overnight services.

17(2) Despite any provision of this Regulation, the approval granted by the Minister under subsection (1)
is subject to the following requirements:

(b) a child shall not be admitted to a licensed facility after 8 p.m. and shall not receive services for
more than 14 consecutive hours in a 24-hour period;
(d) the sleep area shall

(i) be equipped with the following:

(A) a crib for each infant receiving services in accordance with the Cribs, Cradles and Bassinets
Regulations under the Canada Consumer Product Safety Act (Canada); and
(B) a bed or cot with a mattress at least 15.2 cm for each child, other than an infant, receiving
services;

(ii) be in a separate area; and

(iii) allow for a space of at least 46 cm between each crib, bed or cot.

Intent

Children are provided with a safe and secure environment while requiring childcare outside of traditional
hours and/or for overnight services.

Indicators

1. An application has been received to provide extended hour or overnight services.

2. Children are not allowed entry after 8 p.m.
3. Attendance records demonstrate that children are not present more than 14 consecutive hours.
4. There is an approved crib for each child younger than two years of age.
5. There is a cot or bed with a mattress at least 15.2 cm for each child two years of age and older.
6. The rest area is in a separate area.
7. The space between each crib, bed or cot is at least 46 cm.

What you need to know

As overnight childcare requires additional considerations an application is submitted to ELC licensing staff
prior to operating. Applicants demonstrate the capacity to provide safe, nurturing and quality overnight
services.

Insurance coverage must include coverage for extended hour services and/or overnight services.

Operator Manual - Early Learning and Childcare Homes 93

The licence clearly states the facility is licensed for extended hour services or overnight services.

Operators providing extended and overnight services must add the following to the parent handbook:

• the extended hours of operation as indicated on the licence;

• children are not admitted to the service after 8 p.m.;
• no child may be in attendance for more than 14 consecutive hours in a 24-hour period;
• the fee schedule for the extended hour services or overnight services;
• if the facility does not prepare an evening meal, a bedtime snack and/or breakfast, parents must
agree to provide these for their children.

Menus include a meal at the recognized supper hour, a bedtime snack for all children in attendance and
breakfast where overnight services have been provided.

Eating times and schedules are consistent with patterns established in consultation with the parents.

The evening schedule:

• permits a family atmosphere; allowing siblings to be together;

• ensures that children’s bedtimes are scheduled in consultation with their parent;
• ensures that outdoor play time is available to the children during daylight hours;
• permits television and/or movies only with parental permission on the types of shows and movies
that are available.

Operators are not required to provide bathing or showering however, when bathing or showering is provided,
operators ensure that:

• bathtubs and showers are cleaned and sanitized after each use;
• children are bathed individually;
• children are supervised according to their developmental needs;
• bathtubs are equipped with a nonskid mat or surface;
• children are not bathed in sinks; and
• written parental consent is obtained.

Operators ensure that:

• sleepwear is not shared among children;

• children must sleep in garments provided by their parent;
• bedding is provided by the facility; including blankets and a bottom sheet that must be secured and
completely cover the sleeping surface;
• all children have the personal effects needed to clean up and prepare for sleep, including an
individual wash cloth, towel, toothbrush, toothpaste.

Operators are not required to be awake during the night, but are available to respond to the needs of
children. Operators must not be under the influence of alcohol or drugs while being responsible for children.
Monitors are used to alert operators of children who need assistance.

While children are sleeping, lighting is maintained at a level that will enable children to be visible.

94 Education and Early Childhood Development

Appendices

Appendices Table of Contents

Forms

Appendix 1 - Child Profile

Appendix 2 - Consent Form

Appendix 3 - Denial of Access

Appendix 4 - Extreme Allergy Management and Emergency Plan

Appendix 5 - Essential Routine Services and Emergency Plan

Appendix 6 - Administration of Medication Consent and Record Form – On-going Treatment

Appendix 7 - Administration of Medication Consent and Record Form

Appendix 8 - Administration of Acetaminophen Record

Appendix 9 - **Daily Information Sheet – 5 day; Daily Information Sheet – 7 day

Appendix 10 - **Attendance Record – 5 day; Attendance Record – 7 day

Appendix 11 - **Potential Illness Report Form

Appendix 12 - **Return after Exclusion Form

Appendix 13 - **Notice of Illness Form

Appendix 14 - **Managing Illness in ELC Facilities – Parent’s/Guardian’s Role

Appendix 15 - **Incident Report

Appendix 16 - Emergency Evacuation and Fire Drill, Smoke Alarm, Smoke Detector and Fire Extinguisher Check

Appendix 17 - First Aid Supplies Checklist

Appendix 18 - **Social Development (SD) Record Check Consent Form

Appendix 19 - Criminal Record Check and Vulnerable Sector Check Request Letter

Reference documents and additional information

Appendix 20 - Parent and Guardian Handbook Template

Appendix 21 - Diaper Changing Procedures

Appendix 22 - Equipment and Materials for School-age Children

Operator Manual - Early Learning and Childcare Homes 95

Appendix 23 - Educational Institutions with Recognized Early Childhood Education Programs

Appendix 24 - Maintaining a Scent Reduced Environment

Appendix 25 - Using Video Monitoring

Appendix 26 - Ideas for Healthy Snacks

Appendix 27 - Menus and Recipes

Appendix 28 - Menu Planning Checklist

Appendix 29 - Healthy Substitutions

Appendix 30 - Serving Sizes for Children

Appendix 31 - Foods to Serve

Appendix 32 - Foods Not to Serve

Appendix 33 - Choking Prevention

Appendix 34 - Infant Feeding Plan

Appendix 35 - CHEFS! Toolkit

Policies, standards and guidelines

Appendix 36 - Public Health Inspection Standards

Appendix 37 - Guidelines for the Prevention and Control of Communicable Diseases in Early Learning and
Childcare (ELC) Facilities

**Mandatory Forms

96 Education and Early Childhood Development

Forms

Operator Manual - Early Learning and Childcare Homes 97

Appendix 1 - Child Profile

Early Learning and Childcare Facility

Child Profile
Registration Date___________________ Start Date___________________

Child’s Name First Last Male  Female 

Date of Birth Medicare # Expiry Date

Address Street Apt # City/Town Prov Postal Code

Parent/Guardian Name Email Address Home Telephone Number

Address Street Apt # City/Town Prov Postal Code

(if different from child’s)

Place of Work Work Telephone Number Cell Telephone Number

Parent/Guardian Name Email Address Home Telephone Number

Address Street Apt # City/Town Prov Postal Code

(if different from child’s)

Place of Work Work Telephone Number Cell Telephone Number

Child’s Living Arrangement

Other than you, who has permission to pick up your child?

Name Relationship Address Daytime Telephone
Number

If changing pick up arrangements parents must inform the facility prior to the child being picked up.

Page 1 of 4

Operator Manual - Early Learning and Childcare Homes 99

Is there anyone who does not have permission to pick up your child?
Name

Name

Name

Appropriate paperwork such as custody papers must be attached if a parent is not permitted to have
contact with the child. Please discuss with the operator/administrator.

Two emergency contacts (other than parents/guardians)

Must be able to respond within one hour if parent(s)/guardian(s) cannot be reached
Name Relationship Address Daytime Telephone
Number

Child’s health record

ALLERGY ALERT: Please list any serious allergies

_____________________________ __________________________ ________________________

_____________________________ __________________________ ________________________

Are any of the above allergies severe enough to require Epipen, medications, or emergency treatment?
Yes  No 

If yes, please complete an Allergy Management and Emergency Plan available from the operator.
Please list any food, medication or contact allergies (non-life threatening)

Does your child require any essential routine services on a regular basis as part of a daily routine such as,
catheterization, special hygiene procedures, on-going administration of medication, or ongoing observation of
certain health conditions, such as diabetes, to determine when intervention is needed?
Yes  No 

If yes, please complete an Essential Routine Services and Emergency Plan available from the operator.
Name of Medical Practitioner______________________________________________________________

Telephone Number _____________________________________________________________________

Address ______________________________________________________________________________
Page 2 of 4

100 Education and Early Childhood Development

Medical History: Please indicate if your child has had any of the following:
Yes No Yes No
Measles Rubella
Mumps Chicken Pox
Meningitis Pertussis (Whooping Cough)
Health Status: Indicate if your child has any of the following:
Yes No Yes No
Asthma Diabetes
Eczema/Psoriasis Epilepsy/Seizures
Other: Other:
Ongoing Medical Treatment: Please indicate any ongoing medical treatment your child may need
(you will be required to complete an Administration of Medication form)
Name of medication Dosage
Condition being treated
Name of medication Dosage
Condition being treated

Immunizations: In accordance with subsection 12(2) of the Reporting and Diseases Regulation - Public
Health Act, proof of immunization must be provided for each child attending an early learning and
childcare facility for the following:
diptheria rubella mumps
tetanus varicella measles
polio meningococcal disease Haemophilus influenza type B
pertussis pneumococcal disease

Where proof is not provided you must have the following waivers:
- a medical exemption, on a form provided by the Minister of Health, that is signed by a medical practitioner
or nurse practitioner, or
- a written statement, on a form provided by the Minister of Health, signed by the parent or legal guardian of
his or her objections to the immunizations required by the Minister.

Note: Public Health will periodically review child files to ensure immunizations are complete or waivers
are present.
Are there any activities in which your child cannot medically participate?

Please list any dietary restrictions (including those for medical, cultural, religious reasons):

Please advise the operator/administrator immediately of any changes to your child’s health.

Page 3 of 4

Operator Manual - Early Learning and Childcare Homes 101

Preschool/childcare history
Has your child attended preschool/childcare before? Yes  No 
If yes, for how long? 6 months  1 year  2 years  more than 2 years 
If yes, please describe your child’s experience:

Child development
Self Help: Does your child need help with the following? If yes, in what way?

Dressing/Undressing:

Eating:

Toileting:

Handwashing/Toothbrushing:

Other: (ie: gross and/or fine motor skills

Are there any hints/suggestions that will make your child’s transition to the facility a positive one?

Tell us a few things about your child

What does your child like to do? (i.e.: look at books, listen to music, play with other children, play
outdoors/indoors, toys, climb/run/jump, paint, computer, imaginative play/dress-up)

Is there anything else you would like to share with us about your child?

Parent/Guardian Signature Date

Parent/Guardian Signature Date

Information on this form is to be verified for accuracy annually.

Please immediately advise the operator/administrator of any changes.

Page 4 of 4

102 Education and Early Childhood Development

Appendix 2 - Consent Form

Early Learning and Childcare Facility

Consent form

Please complete this consent form and return to the facility

Name of ELC facility: __________________________________

Child’s Name Date

Consent for emergency care and transportation

If at any time medical treatment is necessary, due to circumstances such as an injury or sudden illness, I
authorize the early learning and childcare staff to take whatever emergency measures are necessary for the
protection of my child while in their care.

I understand this may involve applying first aid, contacting a medical practitioner, carrying out the instructions
given, and/or transporting my child to a hospital, including the possible use of an emergency vehicle.

I understand that this may be necessary prior to contacting me and that any expense incurred for such
treatment, including emergency transportation is my responsibility.
Parent/Guardian Signature Date

Parent/Guardian Signature Date

PLEASE INDICATE YOUR CONSENT AND SIGN AT THE BOTTOM OF THE FORM
Administration of acetaminophen consent
 Yes I give consent for acetaminophen to be administered to my child providing I have been
 No contacted first to provide oral consent and to indicate the dosage.

On picking up my child at the facility I understand I will be asked to sign a written

acknowledgement that acetaminophen was administered with my consent.

I also understand that the acetaminophen is to relieve my child of minor discomfort or to help
lower a fever while I am on my way to pick them up (within one hour).

Reason: Fever above _________Celsius Body ache ________________________

Other ___________________________________________________________________

Consent for my child to be taken on walking outings/excursions off the premises

 Yes As a part of the day, walking trips may be taken off the premises, within the neighbourhood.
 No Consent will provide more flexibility and allow for more spontaneity in the planning.

Consent forms for any motor transportation trips will be separate and for each outing.

I give permission for my child to be able to participate in the walking trips off the premises.

Operator Manual - Early Learning and Childcare Homes 103

Consent for videographing and photographs
 Yes I give consent for my child to be videographed or photographed participating in the facility for
 No the following reasons:

 Yes No Social Media such as Facebook

 Yes No Facility’s website
 Yes No Publication
 Yes No Illustrate child’s learning within the facility

Consent for child to walk/bicycle to and from school unattended (school-age children only)
 Yes I give consent for my school-aged child to travel to and from school unsupervised.
 No If my child does not arrive at the facility within the pre-determined time period, the missing child
or other procedures will be initiated to find him/her. I will advise the facility when my child is
 N/A absent.

Consent for transportation to and from school (school-age children only)

 Yes I authorize the operator to transport my child to and from school by the authorized facility
 No vehicle or by walking. Where applicable, appropriate seat restraints are used.

 N/A
Consent for bathing
 Yes I give permission to bathe my child if this becomes necessary due to the child becoming dirty
 No while at the facility; either through play (paint, mud, sand, etc.) or because of a toilet accident.

 N/A Also applies to overnight care where bathing is part of the night time routine.

To ensure the health and safety of children who may require bathing, children must be:
 bathed individually and supervised according to developmental needs;
 never left unattended; and
 bathed as quickly as possible and dressed appropriately.

Staff will supervise or bathe the child upon instructions of the parent according to their age,
adhering to safety standards.

Bathtubs will be equipped with a nonskid mat or surface.

 Yes
 No I have read, understand and been provided a copy of the facility’s parent/guardian handbook.

Parent/Guardian Signature Date

Parent/Guardian Signature Date

104 Education and Early Childhood Development

Appendix 3 - Denial of Access

Early Learning and Childcare Facility

Denial of Access

__________________________________ is not to be provided with access to

(please print name of individual)

_____________________________________, nor any information regarding this child.

(please print name and date of birth of child)

Attached is a copy of the court order that denies access of the above-named person to
the child.

I certify that this court order has not been revoked or amended, and remains valid and
in effect.

I will notify the facility immediately should the order be varied or revoked.

I certify that the information provided by me is true to the best of my knowledge.

___________________________________ _______________________________
Name (please print clearly) Signature

_____________________________________________________________________
Address

___________________________________ ________________________________
Telephone number Date

WHEN COMPLETE, THIS FORM IS TO BE KEPT IN THE CHILD’S FILE AND

MAINTAINED UNTIL IT NO LONGER APPLIES.

Operator Manual - Early Learning and Childcare Homes 105

Appendix 4 - E xtreme Allergy Management
and Emergency Plan

Early Learning and Childcare Facility

Extreme Allergy Management and Emergency Plan

This plan is to be reviewed yearly. Any changes are to be reported immediately.

PART I – CHILD INFORMATION

IF YOUR CHILD HAS ALLERGIES THAT MAY LEAD TO ANAPHYLAXIS,

THIS FORM IS TO BE COMPLETED.

Anaphylaxis (Anaphylactic shock) is a severe allergic reaction that can involve several body systems and lead to death
if left untreated. Anaphylaxis can result from reactions to foods, insect stings, medications, latex and other substances.
The most common food triggers of anaphylaxis are peanut, tree nuts, shellfish, fish, milk, egg, wheat, soy and sesame.
However, a wide variety of other foods have been known to trigger anaphylaxis. Trace amounts of an allergen can trigger
a severe reaction.
Child’s Name First Last Date of Birth Medicare Number

Address Street Apt # City/Town Province Postal Code

Parent/Guardian Name Cell Telephone Number Work Telephone Number Home Telephone Number

Parent/Guardian Name Cell Telephone Number Work Telephone Number Home Telephone Number

Other Contact Name Cell Telephone Number Work Telephone Number Home Telephone Number

What type of epinephrine auto-injector (EpiPen©) does your child require?

� Junior (15 kg to 30 kg) � Regular (30 kg or more)
Allergy Information (to be completed by child’s physician)

Is this child at risk of anaphylactic reaction? � Yes � No

If yes, to what? ___________________________________________________________________

Any other significant allergies? � Yes � No

If yes, describe: ___________________________________________________________________

EpiPen® (epinephrine) recommended? � Yes � No

Physician Name Telephone Number

Physician Signature Date

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106 Education and Early Childhood Development

 Early Learning and Childcare Facility
Extreme Allergy Management and Emergency Plan
 
Child’s Name: ____________________________

PART II – EXTREME ALLERGY MANAGEMENT PLAN – how to minimize risk

This part is to be completed by the ELC facility operator in collaboration with the parent or guardian.

Parent’s or guardians responsibilities:

Operator responsibilities:

Page  2  of  5  
 

Operator Manual - Early Learning and Childcare Homes 107

 Early Learning and Childcare Facility
Extreme Allergy Management and Emergency Plan
 
Child’s Name: ____________________________

PART III – EMERGENCY RESPONSE PLAN

This part is to be completed by the ELC facility operator in collaboration with the parent or guardian. (eg.
administer EpiPen®; call an ambulance or drive to hospital; contact parents, etc).

Parent’s or guardians responsibilities:

� I agree to have relevant information about my child’s health/medical condition posted in strategic
areas
of the facility (e.g. parent board, kitchen, play areas, staff room) to assist staff in providing
emergency services to my child. I will provide a photo of my child for this purpose.

� I do not wish information about my child to be posted in the facility.

Operator responsibilities:

Page  3  of  5  
 

108 Education and Early Childhood Development

 Early Learning and Childcare Facility
Extreme Allergy Management and Emergency Plan
 

Child’s Name: ____________________________

PART IV – SIGN-OFF

I have read and understand the Extreme Allergy Management and Emergency Plan and agree to the sharing
of information relevant to the service requested with those persons who must know in order to provide the
service.

I hereby request and authorize facility staff to provide the care described above to my child. I understand
facility staff have no medical qualifications and will perform the requested service in good faith and within the
scope of the training received in accordance with this agreement.

In the event of an emergency, I authorize facility staff to administer the medication specified in this agreement
and to obtain suitable medical assistance. I agree to assume responsibility for all costs associated with medical
treatment and transportation.

I understand the facility cannot guarantee an environment that is 100% allergen free.

I hereby acknowledge my responsibilities, as set out in this agreement and agree to carry these out to the best
of my ability.

I agree to notify the facility in writing of any changes to the information provided on this form.

I agree that the information provided on this form will be shared on a need-to-know basis with anyone who will
be involved in the care of my child on behalf of the facility.

I agree that the operator or his/her designate may contact my child’s physician in the event of a medical
emergency or should he/she require clarification about the facility’s responsibilities as set out in this plan.

� Yes � No

Parent/Guardian Signature Date

Parent/Guardian Signature Date

I hereby acknowledge and accept my responsibilities and those of facility staff, as set out in this agreement.

Early Learning and Childcare Facility Operator/Administrator Date

Page  4  of  5  
 

Operator Manual - Early Learning and Childcare Homes 109

 Early Learning and Childcare Facility
Extreme Allergy Management and Emergency Plan
 

Child’s Name: ____________________________

ANNUAL REVIEW

Note: if the requirements of the service requested have changed, complete a new Extreme Allergy
Management and Emergency Plan form. If no changes, use this sign-off sheet to confirm plan has been
reviewed with the parent/guardian.

This plan has been reviewed and remains in effect for the 20______-20______ year without change.
Parent/Guardian : Date :

Operator/Administrator : Date :

This plan has been reviewed and remains in effect for the 20______-20______ year without change.
Parent/Guardian : Date :

Operator/Administrator : Date :

This plan has been reviewed and remains in effect for the 20______-20______ year without change.
Parent/Guardian : Date :

Operator/Administrator : Date :

This plan has been reviewed and remains in effect for the 20______-20______ year without change.
Parent/Guardian : Date :

Operator/Administrator : Date :

Page  5  of  5  
 

110 Education and Early Childhood Development

Appendix 5 - Essential Routine Services and Emergency Plan

Early Learning and Childcare Facility

Essential Routine Services and Emergency Plan

This plan is to be reviewed yearly. Any changes are to be reported immediately.

PART I – CHILD INFORMATION

Child’s Name First Last Date of Birth Medicare Number

Address Street Apt # City/Town Province Postal Code

Parent/Guardian Name Cell Telephone Number Work Telephone Number Home Telephone Number

Parent/Guardian Name Cell Telephone Number Work Telephone Number Home Telephone Number

Other Contact Name Cell Telephone Number Work Telephone Number Home Telephone Number

Description of child’s health/medical condition(s):

Page 1 of 5

Operator Manual - Early Learning and Childcare Homes 111

 Early Learning and Childcare Facility
Essential Routine Services and Emergency Plan

Child’s Name: ____________________________

PART II – ROUTINE CARE PLAN – complete Part II separately for each service required

Note: Provision of medication to manage an ongoing medical condition is considered an essential

routine service.
Describe the care required:

How often is this required?

Child’s ability to self-administer / self-care?

Any additional instructions: i.e. What apparatus is needed, if any? Care of apparatus. Storage/accessibility of
medication.

Parent/guardian responsibilities:

Child responsibilities (if applicable):

Operator responsibilities:

Please provide any other information that would help us to understand your child's needs.

Page 2 of 5

112 Education and Early Childhood Development

 Early Learning and Childcare Facility
Essential Routine Services and Emergency Plan

Child’s Name: ____________________________

PART III – EMERGENCY CARE PLAN – COMPLETE ONLY IF AN EMERGENCY PLAN IS REQUIRED

This part is to be completed by the ELC facility operator in collaboration with the parent or guardian. (If
medication is to be administered on an “as needed” basis, the written instructions must clearly indicate the situations
under which the medication should be given. This could include the physical symptoms that must be present, the
behaviour the child must be exhibiting or the child’s temperature. Simply indicating “as needed” or “as required” is not
sufficient.)

Parent/guardian responsibilities:

Operator responsibilities:

The staff listed below have received the necessary training, either from the parent or a health care
professional, to provide the care as described previously.

 All staff Name Position

Page 3 of 5

Operator Manual - Early Learning and Childcare Homes 113

 Early Learning and Childcare Facility
Essential Routine Services and Emergency Plan

Child’s Name: ____________________________

PART IV - CONFIRMATION

I have read and understand the Essential Routine Services and Emergency Plan agreement and agree to the
sharing of information relevant to the service requested with those persons who must know in order to provide
the service.

I hereby request and authorize facility staff to provide the care described above to my child. I understand the
designated persons have no medical qualifications and will perform the requested service in good faith and
within the scope of the training received in accordance with this agreement.

In the event of an emergency, I authorize facility staff to administer the medication(s) specified in this
agreement and provided by me, and to obtain suitable medical assistance. I agree to assume responsibility for
all costs associated with medical treatment and transportation.

I hereby acknowledge my responsibilities, as set out in this agreement and agree to carry these out to the best
of my ability.

I agree to notify the facility in writing of any changes to the information provided on this form.

I agree that the information provided on this form will be shared on a need-to-know basis with anyone who will
be involved in the care of my child on behalf of the facility.

I agree that the operator or his/her designate may contact my child’s physician in the event of a medical
emergency or should he/she require clarification about the facility’s responsibilities as set out in this plan.
 Yes  No

Parent/Guardian Signature Date

Parent/Guardian Signature Date

I hereby acknowledge and accept my responsibilities and those of facility staff, as set out in this agreement.

Early Learning and Childcare Facility Operator/Administrator Date

Page 4 of 5

114 Education and Early Childhood Development

 Early Learning and Childcare Facility
Essential Routine Services and Emergency Plan

Child’s Name: ____________________________

ANNUAL REVIEW

Note: if the requirements of the service requested have changed, complete a new Essential Routine
Services and Emergency Plan form. If no changes, use this sheet to confirm plan has been reviewed with the
parent/guardian.

This plan has been reviewed and remains in effect for the 20______-20______ year without change.

Parent/Guardian : Date :

Operator/Administrator : Date :

This plan has been reviewed and remains in effect for the 20______-20______ year without change.

Parent/Guardian : Date :

Operator/Administrator : Date :

This plan has been reviewed and remains in effect for the 20______-20______ year without change.

Parent/Guardian : Date :

Operator/Administrator : Date :

This plan has been reviewed and remains in effect for the 20______-20______ year without change.

Parent/Guardian : Date :

Operator/Administrator : Date :

Page 5 of 5

Operator Manual - Early Learning and Childcare Homes 115

Appendix 6 - Administration of Medication Consent and
Record Form – On-going Treatment
Early Learning and Childcare Facility
Administration of Medication Consent and Record Form
On-going Treatment

This form is valid for no more than 12 months.

One form must be completed for each medication.

Child’s Name First Last Date of Birth

Medication Dosage How is medication to be given

Medication is to be administered at the following times. (If the medication is to be administered on an “as needed”
basis, the written instructions must clearly indicate the situations under which the medication should be given. This
could include the physical symptoms that must be present, the behaviour the child must be exhibiting or the child’s
temperature. Simply indicating “as needed” or “as required” is not sufficient.)

For the following period of time

Special Instructions (e.g. give with food) Storage Instructions (e.g. refrigerate)

Reason for medication

POSSIBLE SIDE EFFECTS TO WATCH FOR WITH THIS MEDICATION – parents are to be notified immediately of
any of these side effects

I give permission for the administration of the above medication, according to the instructions provided, to the
child listed above.
Date of consent Signature of parent/guardian

FOR STAFF REVIEW PRIOR TO ADMINISTERING MEDICATION:

Is the medication consent form complete?
Is the original prescription label on the medication container or is the medication in the original
manufacturer’s container?
Is the full name of the child on the container?
Is the prescription or over-the counter medication current and not expired?
Is the dose, name of medication, and frequency of administration on label consistent with the
instructions above?

Both sides of this form must be observed by staff when administering the medication Page 1

116 Education and Early Childhood Development

 The section below must be completed and each administration of medication must be documented when
it is given.

________________________ was given _________________________ in the amount of _____________

(Name of child) (Name of medication) (Dosage)

Administration Record
Date Name of Medication Dose Time Full signature of person
giving medication

Both sides of this form must be observed by staff when administering the medication Page 2

Operator Manual - Early Learning and Childcare Homes 117

Appendix 7 - Administration of Medication
Consent and Record Form

Early Learning and Childcare Facility

Administration of Medication Consent and Record Form

Child’s Name First Last Date of Birth

Medication Dosage How is medication to be given

Start Date End Date Times and Frequency

Special Instructions (eg. give with food) Storage Instructions (refrigerate)

Reason for medication

POSSIBLE SIDE EFFECTS TO WATCH FOR WITH THIS MEDICATION – parents are to be notified immediately of any of
these side effects

I give permission for the administration of the above medication, according to the instructions provided, to the child listed
above.
Date of consent Signature of parent/guardian

FOR STAFF REVIEW PRIOR TO ADMINISTERING MEDICATION:

Is the medication consent form complete?
Is the original prescription label on the medication container or is the medication in the original
manufacturer’s container?
Is the full name of the child on the container?
Is the prescription or over-the counter medication current and not expired?
Is the dose, name of drug, and frequency of administration on label consistent with the instructions
above?
Administration Record
Date Name of Medication Dose Time Full signature of person
giving medication

118 Education and Early Childhood Development

Appendix 8 - Administration of Acetaminophen Record

Early Learning and Childcare Facility

Administration of Acetaminophen Record

1. Take the child’s temperature and record it in the space provided below.
2. Contact the parent/guardian to discuss the child’s symptoms and temperature and to receive the
oral consent for administering acetaminophen. Be sure to have the parent/guardian confirm the
dosage to be administered.
3. Advise the parent/guardian they must pick up their child within an hour.
4. Administer the medication in accordance with the parent’s/guardians directions.
5. Complete a Potential Illness Form, to be signed by the parent/guardian on pick up.
6. Ensure the parent/guardian signs the appropriate space below upon their arrival at the facility to
confirm they were consulted and are in agreement with the dosage given.

Date :
Symptoms observed:
Time temperature taken: Temperature:
Name of parent/guardian contacted :
Dosage consented to by parent/guardian:
Dose given by staff: Time given:

________________________________________ _____________________________________
Staff signature Parent/guardian signature

Date :
Symptoms observed:
Time temperature taken: Temperature:
Name of parent/guardian contacted :
Dosage consented to by parent/guardian:
Dose given by staff: Time given:

________________________________________ _____________________________________
Staff signature Parent/guardian signature

Date :
Symptoms observed:
Time temperature taken: Temperature:
Name of parent/guardian contacted :
Dosage consented to by parent/guardian:
Dose given by staff: Time given:

________________________________________ _________________________________________
Staff signature Parent/guardian signature

Operator Manual - Early Learning and Childcare Homes 119

 Daily Information Sheet Child’s Name:
ONLY for children age 23 months and under

120
Facility Name:
Week Date:
INFORMATION MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
EATING/FLUID AM snack Fluids / Bottles AM snack Fluids / Bottles AM snack Fluids / Bottles AM snack Fluids / Bottles AM snack Fluids / Bottles
None Time ___________ None Time ___________ None Time ___________ None Time ___________ None Time ___________
Some Some Some Some Some
Most N/A None Some All Most N/A None Some All Most N/A None Some All Most N/A None Some All Most N/A None Some All
Time ___________ Time ___________ Time ___________ Time ___________ Time ___________
Lunch Lunch Lunch Lunch Lunch
None Some All None Some All None Some All None Some All None Some All
None None None None None
Some Time ___________ Some Time ___________ Some Time ___________ Some Time ___________ Some Time ___________
Most N/A None Some All Most N/A None Some All Most N/A None Some All Most N/A None Some All Most N/A None Some All
PM snack Time ___________ PM snack Time ___________ PM snack Time ___________ PM snack Time ___________ PM snack Time ___________
None None None None None
None Some All None Some All None Some All None Some All None Some All
Some Some Some Some Some
Most N/A Most N/A Most N/A Most N/A Most N/A
REST TIME From To From To From To From To From To
From To From To From To From To From To
From To From To From To From To From To
GENERAL
MOOD  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY
 PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET
 CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY
 FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED
 TEARFUL  TEARFUL  TEARFUL  TEARFUL  TEARFUL
 OTHER ________________  OTHER ________________  OTHER ________________  OTHER ________________  OTHER ________________
HEALTH/ Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe:
ILLNESS Yes _____________________________ Yes _____________________________ Yes _____________________________ Yes _____________________________ Yes _____________________________
 No  No  No  No  No
DIAPER/ TIME TYPE TIME TYPE TIME TYPE TIME TYPE TIME TYPE
TOILET
 DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
Record type of  BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT ____
bowel  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
movement  BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____
 DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
Appendix 9 - Daily Information Sheet – 5 day

N - Normal  BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____
L – Loose  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
W – Watery  BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____
B - Bloody  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
 BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____
 DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
 BOWEL MOVEMENT ____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____  BOWEL MOVEMENT ____  BOWEL MOVEMENT _____
COMMENTS

STAFF
SIGNATURE

Education and Early Childhood Development

 Daily Information Sheet Child’s Name:
ONLY for children age 23 months and under Facility Name: Week Date:
INFORMATION MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
EATING/FLUID Breakfast Fluids / Bottles Breakfast Fluids / Bottles Breakfast Fluids / Bottles Breakfast Fluids / Bottles Breakfast Fluids / Bottles Breakfast Fluids / Bottles Breakfast Fluids / Bottles
None Some None Some None Some None Some None Some None Some None Some
Time ________ Time ________ Time ________ Time ________ Time ________ Time ________ Time ________
Most N/A Most N/A Most N/A Most N/A Most N/A Most N/A Most N/A
None Some None Some None Some None Some None Some None Some None Some
AM snack All AM snack All AM snack All AM snack All AM snack All AM snack All AM snack All
None Some None Some None Some None Some None Some None Some None Some
Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________
None Some None Some None Some None Some None Some None Some None Some
Lunch Lunch Lunch Lunch Lunch Lunch Lunch
All All All All All All All
None Some None Some None Some None Some None Some None Some None Some
Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________
None Some None Some None Some None Some None Some None Some None Some
PM snack All PM snack All PM snack All PM snack All PM snack All PM snack All PM snack All
None Some None Some None Some None Some None Some None Some None Some
Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________ Most N/A Time ________
None Some None Some None Some None Some None Some None Some None Some
Supper All Supper All Supper All Supper All Supper All Supper All Supper All
None Some None Some None Some None Some None Some None Some None Some
Most N/A Most N/A Most N/A Most N/A Most N/A Most N/A Most N/A

Evening snack Evening snack Evening snack Evening snack Evening snack Evening snack Evening snack
None Some None Some None Some None Some None Some None Some None Some
Most N/A Most N/A Most N/A Most N/A Most N/A Most N/A Most N/A
REST TIME From To From To From To From To From To From To From To
From To From To From To From To From To From To From To
From To From To From To From To From To From To From To
GENERAL
MOOD  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY  HAPPY  UNHAPPY
 PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET  PLAYFUL  QUIET
 CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY  CUDDLY  CLINGY
 FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED  FUSSY  TIRED

Operator Manual - Early Learning and Childcare Homes

 TEARFUL  TEARFUL  TEARFUL  TEARFUL  TEARFUL  TEARFUL  TEARFUL
 OTHER ________________  OTHER ________________  OTHER ________________  OTHER ________________  OTHER _______________  OTHER ________________  OTHER ________________
HEALTH/ Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe: Illness Symptoms? If yes, describe:
ILLNESS Yes ___________________________ Yes ___________________________ Yes ___________________________ Yes _____________________________ Yes ___________________________ Yes ___________________________ Yes __________________________
 No  No  No  No  No  No  No
TOILET/ TIME TYPE TIME TYPE TIME TYPE TIME TYPE TIME TYPE TIME TYPE TIME TYPE
DIAPER  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
 BOWEL MOVEMENT____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT____  BOWEL MOVEMENT_____  BOWEL MOVEMENT____
Record type of  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
bowel  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____
movement
 DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
 BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____
N - Normal
L – Loose  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
W – Watery  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____
B - Bloody  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
 BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____
 DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET  DRY  WET  TOILET
 BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____  BOWEL MOVEMENT____  BOWEL MOVEMENT_____  BOWEL MOVEMENT_____
Appendix 9 - Daily Information Sheet – 7 day

COMMENTS

STAFF
SIGNATURE

121
 Appendix 10 Early Learning and Childcare Facility

122
Attendance Record
Facility Name: Group Name: For the week of:
Monday Tuesday Wednesday Thursday Friday
Child’s Name IN OUT IN OUT IN OUT IN OUT IN OUT
1.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
2.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
3.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
4.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
5.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
6.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
7.
Appendix 10 - A ttendance Record – 5 day

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
8.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
9.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
10.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
Absent Codes: 1 = Diarrhea 2 = Fever 3 = Cold Symptoms (cough, ear ache, sore throat, eye discharge) 4 = Skin Problems 5 = Vomiting
6 = Behaviour Change with no other symptom 7 = Other Illness (specify on back) 8= Not Illness Related
Times must be recorded immediately upon the child’s arrival and departure, and the record must reflect all children present at any given time. If a child

Education and Early Childhood Development

leaves early due to illness, a “Potential Illness Report Form” must be completed.
 Early Learning and Childcare Facility
Attendance Record
Facility Name: Group Name: For the week of:
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Child’s Name IN OUT IN OUT IN OUT IN OUT IN OUT IN OUT IN OUT
1.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
2.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
3.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
4.

Operator Manual - Early Learning and Childcare Homes

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
5.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
6.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
7.
Appendix 10 - A ttendance Record – 7 day

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
8.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
9.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
10.

___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason ___ Absent Reason
Absent Codes: 1 = Diarrhea 2 = Fever 3 = Cold Symptoms (cough, ear ache, sore throat, eye discharge) 4 = Skin Problems 5 = Vomiting
6 = Behaviour Change with no other symptom 7 = Other Illness (specify on back) 8= Not Illness Related
Times must be recorded immediately upon the child’s arrival and departure, and the record must reflect all children present at any given time. If a child

123
leaves early due to illness, a “Potential Illness Report Form” must be completed.
Appendix 11 - Potential Illness Report Form

Early Learning and Childcare Facility

Potential Illness Report Form

Facility Please complete this form if an early departure is required due to illness in a child of any age. Provide the parent
Instructions: with a copy of this form and the New Brunswick Guide for Exclusion of Children in Early Learning and Childcare
Facilities.
Facility Name Licence Number Date

Child’s Name Date of Birth

The above named child had the following indications of not feeling well today:

Check the main symptom below and use the space provided to add details.

Diarrhea Details:

Fever

Cold Symptoms

Skin Problems

Vomiting

Other

Child’s temperature Time taken Medication given If yes, indicate the medication and dose
(Celsius)
 Yes  No
Required to report illness to Public Health? Date contacted Public Health Has there been another “Potential Illness Report Form”
completed for this child within the last 24 hours?
 Yes  No
 Yes  No
Time parent notified Departure time Parent/Guardian signature

Print reporting staff’s name Staff signature

Parent/Guardian Instructions
 Please see a medical practitioner for a diagnosis of a communicable disease or if the child’s symptoms do not improve within 24
hours.
 Please notify the facility operator/administrator of details relating to your child’s condition within 24 hours after a confirmed
diagnosis for any of the conditions listed in the attached New Brunswick Guide for Exclusion of Children in Early Learning and
Childcares.
 Please follow the exclusion instructions for any condition listed in the attached New Brunswick Guide for Exclusion of Children in
Early Learning and Childcare in order to allow re-admittance to your childcare facility.

124 Education and Early Childhood Development

Appendix 12 - Return after Exclusion Form

Early Learning and Childcare Facility

Return after Exclusion Form

Facility Please ensure that this form is completed before any child is re-admitted to an early learning and
Instructions: childcare facility after being excluded due to an illness.
Section A – General Information
Facility Name Licence Number Date

Address Telephone Number Fax Number

Section B – Child Information

Child’s Name Date of Birth Name of Illness

Date of Illness Onset Date of Diagnosis (if applicable) Date Treatment Began (if applicable)

If illness is E.coli, Shigella or Salmonella typhi (Typhoid Fever), please complete Section A and B
and send to Public Health to complete Section D below.

Section C – Confirmation of Exclusion

I have verified that _________________________________ (name of child) has met the exclusion criteria as
defined in the “Common Childhood Communicable Diseases and Exclusion Periods”, is symptom free and is
well enough to take part in regular childcare facility activities.

Signature of Facility Staff Signature of Parent/Guardian

Date Date

Section D – Confirmation of Exclusion for E.coli, Shigella or Salmonella typhi (Typhoid Fever)

This section is to be completed by Public Health for E.coli, Shigella or Salmonella typhi (Typhoid Fever) and the
form returned to the early learning and childcare facility.

As per the exclusion criteria (refer to the Guidelines for the Prevention and Control of Communicable Diseases in
Early Learning and Childcare (ELC) Facilities), I confirm that I have seen proof of:

 E. coli and Shigella - two negative stool cultures taken 24 hours apart

 Salmonella typhi (Typhoid Fever) - multiple negative stool cultures

(number of cultures to be determined by Public Health)

This individual no longer needs to be excluded from childcare because of Illness.

Signature of Public Health Official Date

Operator Manual - Early Learning and Childcare Homes 125

126
Appendix 13

Early Learning and Childcare Facility

Notice of Illness Form

Notice of Illness in an
Early Learning and Childcare Facility

This is to notify you of _____ case(s) of:

__________________________________________
Appendix 13 - Notice of Illness Form

in this Early Learning and Childcare Facility.

Parents/guardians: Please monitor your child for symptoms of this condition.

Additional information is available from your facility operator or administrator.

Signature of Facility Operator or Administrator Date

Education and Early Childhood Development

Appendix 14 - Managing Illness in ELC Facilities
– Parent’s/Guardian’s Role
Early Learning and Childcare Facility
Managing Illness in ELC Facilities - Parent’s/Guardian’s Role

Your involvement as a parent is important! You can take the following steps to help ensure that early learning
and childcare facilities are safe and healthy places for all children.

Step 1:
Make sure you provide up-to-date information about your child’s immunization to the facility operator. If you
choose not to immunize your child, you must sign a waiver available from the Department of Health.

Step 2:
In general, if your child is too sick to participate comfortably in activities and has symptoms or a condition that
may affect the health of other children, it is necessary that your child not attend childcare.

Examples of signs and symptoms that may indicate that a communicable disease may be present include:
• diarrhea – unexplained diarrhea or loose stool (may or may not be accompanied by nausea, vomiting and cramps)
may indicate a bacterial or viral illness that is easily passed from one child to another;
• vomiting – nausea and vomiting;
• fever – temperature taken from the ear (37.9°C/100.2°F or greater), mouth (37.5°C /99.5°F or greater) or
armpit (37.5°C/99.5°F or greater);
• respiratory – difficulty breathing, wheezing or persistent cough;
• infected eyes or eye drainage (clear or with pus);
• sore throat or trouble swallowing;
• pain – any complaints of unexplained or undiagnosed pain;
• unusual skin colour;
• severe itching, rashes or skin lesions; or
• unusual behaviour or any illness that prevents a child from participating comfortably in all activities.

Step 3:
If your child does not attend childcare due to illness, you must let the facility know your child’s illness symptoms.

Step 4:
If your child gets ill at the facility, you will be notified and you will be asked to make arrangements to pick up
your child within one hour of being notified by the facility staff. This is important to make sure your child gets the
treatment he/she needs as well as to prevent the spread of illnesses to other children.

Step 5:
You are encouraged to take your child to a physician if their symptoms do not improve within 24 hours after
leaving the ELC facility.

Step 6:
For some illnesses, there is a required time period where your child cannot attend an ELC facility. These time
periods and illnesses have been developed by health care professionals across Canada to ensure that your
child is fully recovered and to prevent the spread of infectious diseases in ELC facilities. These illnesses are
listed in Appendix B “New Brunswick Guide for Exclusion of Children in Early Learning and Childcare Facilities”
of the “Guidelines for the Prevention and Control of Communicable Diseases in Early Learning and Childcare
(ELC) Facilities”. The guide is available from your facility operator or administrator.

If your child has been diagnosed with any of the illnesses in this guide, you must follow the requirements in
order for the facility operator to allow your child to be re-admitted to the facility.

Step 7:
When you take your child back to the ELC facility after having been sick with an infectious illness, you must
complete the Return after Exclusion form to certify that you have followed necessary steps for re-entry to the
ELC facility.

We thank you in advance for taking these steps to make early learning and childcare facilities a safe and
healthy place for all children in New Brunswick.

Operator Manual - Early Learning and Childcare Homes 127

Appendix 15 - Incident Report
Appendix 15

Early Learning and Childcare Facility

Incident Report

ORIGINAL  TO  BE  SUBMITTED  TO  THE  QUALITY  ASSURANCE  MONITOR  WITHIN  24  HOURS  OF  INCIDENT  
Facility  Name   Licence  Number  

Name  of  Operator     �          ELC  Home    

�          ELC  Centre  
Address   Telephone  Number  

If  the  incident   Name  of  Child   Date  of  Birth    

involved  a  child  
Location  of  Incident   Date  of  Incident   Time  of  Incident  

Type  of  Incident  

�    Injury                �    Serious  Illness            �    Death          �    Poisoning              �    Unsupervised  child                    �    Missing/Lost/Abducted  child          

�    Motor  Vehicle  Accident                  �    Outbreak          �    Unexpected  facility  closure              �    Other  serious  incident  such  as  fire,  flood,  medication  error    
         Please  specify  the  incident:  

Details  of  Incident  

What,  where  and  when  it  happened?  What  actions  were  taken?  Was  any  equipment  involved?  Current  condition  of  injured  person.  Be  specific.    

Show  location  of  injury  

Continue  on  another  sheet  if  needed  and  attach  to  this  one.    
Persons  Notified  

Date                          Time   Date                          Time   Date                          Time  

�      Parent/Guardian        ________  ________     �      Fire  Dept.    ________  ________   �      Ambulance ________  ________            
�      Emergency  Contact    ________  ________   �      Police                              ________  ________   �      Coroner ________  ________  
�      QA  Monitor                ________  ________   �      Medical  Practitioner      ________  ________                  �        Other__________          ________  ________    

Witnessed  By  (if  applicable)  

Signature   Name   Position   Date   Time  

Signature   Name   Position   Date   Time  

Report  Completed  By  

Signature   Name   Position   Date   Time  

Signature  of  Operator/Administrator   Date  

Signature  of  Parent/Guardian   Date    

MAINTAIN  A  COPY  OF  THIS  REPORT  FOR  THE  CHILD’S  RECORD  AND  PROVIDE  PARENTS/GUARDIANS  A  COPY  

128 Education and Early Childhood Development

 Appendix 16

Early Learning and Childcare Facility

Emergency Evacuation and Fire Drill, Smoke Alarm, Smoke Detector and Fire Extinguisher Check

During each monthly emergency evacuation and fire drill, conditions and times should vary. Drills should be conducted at an
unexpected time. Familiarize children with alternate routes. Emphasis should be placed on quiet and orderly evacuation.

YEAR _______ DATE TIME OF DAY NUMBER OF EVACUATION SMOKE ALARM/ COMMENTS/MAINTENANCE
CHILDREN TIME DETECTOR REQUIRED
CHECK
JANUARY

FEBRUARY

MARCH

Operator Manual - Early Learning and Childcare Homes

APRIL

MAY

JUNE
Fire Extinguisher Check

JULY

AUGUST

SEPTEMBER

OCTOBER
Smoke Alarm, Smoke Detector and

NOVEMBER
Appendix 16 - E mergency Evacuation and Fire Drill,

DECEMBER

Fire extinguishers were checked and approved on: _____________________________________

KEEP THE COMPLETED FORM ON FILE FOR 12 MONTHS

129
Appendix 17 - F irst Aid Supplies Checklist

Required contents for first aid kits can be found here:

https://www.worksafenb.ca/media/63044/2-basic-first-aid-kit-
requirements.pdf

130 Education and Early Childhood Development

Appendix 18 - Social Development (SD)
Record Check Consent Form
Send to: Fax – 506-856-3013 Return to:
Social Development You must indicate if it is for:
Centralized Intake Service  Initial Check
774 Main Street, 2nd Floor  Five year renewal
Moncton, NB E1C 9Y3
 Owner/Operator
(506-856-2258)
[email protected]  Other
SD Record Check Consent Form  Exemption

Name of Agency / Service: Fax:

Address: Telephone:
PLEASE PRINT
Full Name of Applicant
Surname First Name Middle Name
Maiden Name: Other(s) surname(s):

Date of Birth Sex: Sex: M F Previous employer: ___________________________

Year Month Day
Current address:
Previous Addresses (within past five years):

The undersigned hereby expressly authorizes and consents to the Department of Social Development conducting an SD Record Check &
disclosing information obtained through that record to the aforementioned care provider.

The undersigned understands this is done to determine whether the applicant has any contraventions, as described below, under the Family
Services Act.

Any individual who has one of the following criteria (fitting the definition of “contravention indicated”):

a) a court order based on a finding by the court that a person has endangered a child’s security or development as describes in
paragraphs 31(1)(a) to (g) of the Act or a person’s security as described in paragraphs 37.1(1)(a) to (g) of the Act;
b) a finding by the Minister, as the result of an investigation by the Minister, that a person has endangered the security or development
of a child as described in paragraphs 31(1)(a) to (g) of the Act, where the person has been informed of the finding of the Minister;
and
c) a finding by the Minister, as the result of an investigation by the Minister, that a person has endangered the security of another
person as described in paragraphs 37.1(1)(a) to (g) of the Act, where the person has been informed of the finding of the Minister;
d) who has been found, in accordance with section 27(4)(d) of the Act, to operate a community placement resource in a manner that is
dangerous, destructive or damaging to a user.

Shall not be permitted to:

• operate or work in a day care facility, adult residential facility, child placement facility (for example: a foster home or group home), in an
AFLA or at Adult Development Activities Program & Training (ADAPT);
• live in an adult residential facility or child placement facility operated out of a personal residence;
• provide home support services, such as attendant care, and homemaker;
• become an adoptive parent.

The applicant acknowledges that he/she has read and understood the foregoing consent authorization. Individuals not in agreement with the
outcome of their record check may request, in writing, a review of the decision.

X Dated this day of , 20

Signature of applicant

[ ] Contravention [ ] Contravention Signature Date

not indicated indicated

PLEASE PROVIDE A COPY OF THIS PAGE TO THE AGENCY OR SERVICE FOR ITS RECORD (November2016)

Operator Manual - Early Learning and Childcare Homes 131

 Envoyer à: Télécopieur: 506-856-3013 Retourner à :
Ministère du développement social Vous devez cocher si c’est pour:
Service d’accueil centralisé  Vérification initiale
774 rue Main, 2ieme étage  Renouvellement 5 ans
Moncton, NB E1C 9Y3  Opérateur
(506-856-2258)
 Autre
[email protected]
 Exemption

Formule de consentement à la vérification du dossier de DS

Organisme ou Service: Télécopieur:
Adresse: Téléphone:
SVP, ÉCRIRE EN LETTRES MOULÉES
Nom au complet du demandeur :
Nom de famille Prénom Autre prénom
Nom de jeune fille: Autre(s) nom(s) de famille :

Date de naissance : Sexe : M F Employeur précédent : ________________________

Année Mois Jour
Adresse actuelle:
Adresse précédente (au cours des 5 dernières années) :

Le soussigné autorise expressément par les présentes le ministère du Développement social à effectuer une vérification de son dossier de DS et de
partager l’information obtenue à travers cette vérification avec le fournisseur de soins susmentionné.

Le soussigné convient que cette vérification a pour but de déterminer s’il a contrevenu à la Loi sur les services à la famille de l’une des
façons décrites ci-dessous :

Toute personne qui possède un des critères suivants (répondant à la définition d’une « contravention recensée ») :

a) une ordonnance de la cour fondée sur la constatation de la cour qu'une personne a menacé la sécurité ou le développement d'un enfant
tel que décrit aux alinéas 31(1)a) à g) de la Loi ou la sécurité d'une personne tel que décrit aux alinéas 37.1(1)a) à g) de la Loi,
b) une constatation du ministre, résultant d'une enquête menée par le ministre, indiquant que la personne a menacé la sécurité ou le
développement d'un enfant tel que décrit aux alinéas 31(1)a) à g) de la Loi, lorsque la personne a été informée de la constatation du
ministre, et
c) une constatation du ministre, résultant d'une enquête menée par le ministre, indiquant que la personne a menacé la sécurité d'un adulte
tel que décrit aux alinéas 37.1(1)a) à g) de la Loi, lorsque la personne a été informée de la constatation du ministre,
d) qui a été reconnue, en vertu de l’alinéa 27(4)d) de la Loi, avoir exploité un centre de placement communautaire d’une façon dangereuse,
destructive ou dommageable pour un usager;*

ne sera autorisée à
• exploiter ou travailler dans une garderie, un établissement résidentiel pour adultes, un centre de placement pour enfants (par exemple, un
foyer d’accueil ou de groupe) ou à ADAPF (Activités de développement pour adultes, programmes et formation);
• habiter dans un établissement résidentiel pour adultes, dans un arrangement d’hébergement en famille alternative ou un centre de
placement pour enfants exploités dans une résidence personnelle;
• fournir des services de soutien à domicile (accompagnement, aide domestique, etc.);
• devenir parent adoptif.

Le demandeur reconnaît avoir lu et compris le présent consentement. Toute personne qui n’est pas d’accord avec le résultat de la vérification
de son dossier peut demander par écrit une demande de révision de la décision.

X __________________________________________________ Fait le ______________________________ 20

Signature du demandeur

RÉSERVÉ À DS

[ ] Contravention [ ] Contravention Signature Date

non recensée recensée
VEUILLEZ SVP REMETTRE UNE COPIE DE CETTE PAGE À L’ORGANISME OU AU SERVICE POUR SES DOSSIERS (novembre 2016)

132 Education and Early Childhood Development

Appendix 19 - C riminal Record Check and
  Vulnerable Sector Check Request Letter
Appendix 19

Early Learning and Childcare Facility

Criminal Record Check and Vulnerable Sector Check Request Letter

Name of the ELC facility

Address

Date:

To: Chief of Police/RCMP

Subject: Criminal Record and Vulnerable Sector checks

According to the Licensing Regulation-Early Childhood Services Act, all operators, staff
members and volunteers working at an Early Learning and Childcare (ELC) facility must have a
Criminal Record Check/Vulnerable Sector Check. Where an ELC facility is located in a family
dwelling, each individual 18 and over residing in the home must have a Criminal Record check.
This process will be undertaken, at minimum, every five years.

A Criminal Record check including a Vulnerable Sector check is required for

__________________________________________ who will be :

¨ working in a licensed ELC facility

¨ volunteering in a licensed ELC facility

A Criminal Record check is required for ____________________________________ who will

be :

¨ residing on the ELC premises

Once the Criminal Record check and the Vulnerable Sector check are completed, please return
the form to the above named individual. Where applicable, all fees associated with these
checks are the responsibility of the individual named in the request.

Thank you for your attention to this matter.

Sincerely,

__________________________________________
Signature of the operator

Operator Manual - Early Learning and Childcare Homes 133

Reference documents and additional information

Operator Manual - Early Learning and Childcare Homes 135

Appendix 20 - Parent and Guardian Handbook Template

Early Learning and Childcare Home

Parent and Guardian Handbook Template
(Statement of Services)

As per regulation 26 of the Licensing Regulation – Early Childhood Services Act, an operator of
an early learning and childcare facility shall provide a handbook to a parent or guardian of a
child receiving services at the facility.

When developing the handbook, operators may want to reflect on the following:
 Is the handbook easily understood by parents?
 Have you added facility specific policies to the handbook?
 Have you considered how you will relay information to parents who may not be able to
read?

The handbook is easiest to understand if it is clear, brief and to the point. It should be reviewed
yearly and updated if necessary.

Provide information on the following:

Cover page:
 name of the facility;
 address, telephone, e-mail;
 contact information.

Introduction:
 welcome statement;
 description of the ELC facility, who you are, etc.

The services:
 overview of the type of services being offered to children;
 a description of the learning principles and goals and the measures that will be taken to
reach those goals;
 where providing services to infants and preschool children, indicate which curriculum is
being used;
 what type of activities the children are doing throughout their day, what kind of a flexible
routine can the parents and their children expect;
 how services for school-aged children will promote their learning outside the formal school
curriculum.

Hours of operation:
 the daily hours of operation;
 extended hours or overnight services, if applicable;
 when facility is closed i.e., statutory holidays, storms, summer, vacation, etc.

Enrolment and discharge procedures:

 the enrolment process, part-time/full-time, documents required, proof of immunization,
preliminary visit, specific requirements such as whether the child must be toilet trained, etc.;
 discharge procedures, for example, two weeks’ notice in lieu of payment when removing a
child from the facility, children with challenging behaviours, non-payment of fees, etc.

Operator Manual - Early Learning and Childcare Homes 137

Fee and payment schedules:
¨ the fees charged for full day, half day, school-age, family discounts (operators may want to list the
fees in an appendix to include at the end of the handbook);
¨ how payments are to be made – weekly, bi-weekly, monthly, post-dated checks, automatic
withdrawals;
¨ payment requirements when parents arrive late to pick up their child, if applicable.

Transportation:
¨ whether the facility provides a transportation service, i.e. daily pick-up and delivery of children;
¨ what kind of vehicles are being used;
¨ what the arrangements are for children walking to school.

Outings and activities off the premises:

¨ whether children will participate in outings;
¨ types of organized activities that may take place away from the facility, i.e. field trips, visits to the
library, daily walks, etc.;
¨ what the transportation arrangements are for taking the children on outings, i.e. types of vehicles,
requirement for booster seats, etc.;
¨ whether additional fees are required for special outings, activities, etc.

Administration of medication:
¨ the facility’s practices with regards to the administration of medication to children including written
consent;
¨ requirements related to the medication, i.e. provided by parents, in the original container, labelled
with child’s name, etc.

Child illness:
¨ the facility’s practices with regards to the acceptance of ill children, and the exclusion criteria in
accordance with the Guidelines for the Prevention and Control of Communicable Diseases in Early
Learning and Childcare (ELC) Facilities;
¨ the requirement that a sick child must be picked up from the facility within one hour of notification.
¨ the requirement for parents to complete the Return After Exclusion form.

Absences:
¨ the requirement for parents to report absences and the reason why.

Emergency evacuation plan:

¨ procedures for emergency evacuation including informing parents of any evacuation;
¨ location of an alternate accommodation for children and transportation to the alternate location if
applicable;
¨ the requirement to have monthly fire drills.

Child guidance:
¨ describe how operator will guide children’s behaviour;
¨ what positive child guidance techniques are used by the facility.

Child abuse and neglect protocol:

¨ reporting requirements for an ELC facility as found in The Family Services Act.

138 Education and Early Childhood Development

Parental Involvement:
¨ how parents can become involved in the facility’s programs;
¨ how they can provide suggestions;
¨ parents are welcome at the facility at all times.

Personal belongings:
¨ what children and parents should bring to the facility, i.e. blankets, toothbrush, diapers, etc.;
¨ what items should not be brought, i.e. toys, candy, electronic devices, etc. (operators may want to
set up specific times to bring some of these items for example a favorite toy on the last day of the
month);
¨ personal items are labelled with the name of the child.

Smoking:
¨ provide information on whether the home environment is smoking or non-smoking.

Complaint procedures:
¨ how to contact the ELC licensing staff: parents are directed to find this information on the parent
information board.

Signed declaration:
¨ Provide declaration to be signed by the parent or guardian confirming that they have read, received
a copy and understood the content of the handbook.

(A declaration statement is also found on the optional consent form, therefore parents may sign that
form if it is used by the facility).

Other information

Operators may wish to add more information and other policies in the handbook such as:
• drop-off and pick-up
• meals and snacks
• inclusion statement
• outdoor play
• appropriate clothing
• swimming
• incidents/emergencies
• birthdays
• communication
• use of social media
• where information is posted in the facility

Operator Manual - Early Learning and Childcare Homes 139

Appendix 21 - D iaper Changing Procedures

Early Learning and Childcare Facility

Diaper Changing Procedures

DIAPER CHANGING PROCEDURES

• Staff wash their hands thoroughly with soap and water before each diaper change. Do
not use only hand sanitizer between changes.
• Assemble within easy reach all the necessary supplies.
• If using gloves, ensure they are new single-use gloves. Gloves must be new for each
child. Proper hand washing procedures are to be followed when gloves are removed.
• Place the child on the clean changing surface (change table or pad), using safety
features of change table.
• Remove the soiled diaper. Fold the soiled diaper inward and set it aside.
• Clean the child’s skin with a moist disposable cloth or towelette, wiping the child’s
bottom from front to back. Remember to wash in the creases of the child’s skin.
• Ensure child’s skin is dried. Discard wet wipe and paper into the soiled diaper or directly
into a plastic-lined waste container.
• Keep waste containers tightly covered and out of children’s reach. Waste containers
containing diapers are not to be located in the play area.
• When necessary, use a facial tissue to apply ointments or creams.
• Put a fresh diaper on the child.
• Wash the child’s hands using proper hand washing procedures. Return the child to a
supervised area.
• Formed stool can be flushed down the toilet, avoid splashing. Never rinse soiled
clothing or soiled diapers, as the increased handling of soiled items may lead to
contamination.
• Dispose of the cloth or disposable diaper and if used, disposable paper liner.
• Soiled disposable diapers are to be enclosed in a plastic bag and placed into a plastic-
lined garbage container.
• Cloth diapers are to be placed in sealed plastic bag or wet bag and returned to parents.
• Clean the change table/pad and disinfect the entire surface of the change area after
each use, including the sides of the change surface. Use a 500 ppm bleach disinfecting
solution (refer to Guidelines for Mixing Bleach as a Sanitizer and Disinfectant for Early
Learning and Childcare Facilities) and let sit for a minimum of 2 minutes before drying
the surface with a single-use paper towel. Rinse with clean water and dry with a single
use paper towel. Follow the manufacturer’s instructions for dilution and contact time if
using another disinfectant. Discard paper towel in the garbage.
• Put away all diapering supplies.
• Wash your hands thoroughly, following proper hand washing procedures.
• Record unusual skin condition and bowel movements, as per routine procedures.

140 Education and Early Childhood Development

Appendix 22 - Equipment and Materials for School-age Children

Early Learning and Childcare Facility

Equipment and Materials for School-age Children

In general, school-age children are moving from concrete thinking to more abstract thinking,
becoming increasingly interested in their peer group and in cooperative activities. The materials
and equipment within school-age facilities should reflect the skill and developmental levels of
the children.

Play areas should minimally include the following:

 an art and creative area
 science and nature area
 a block and construction area
 dramatic play and housekeeping area
 a quiet and reading area
 fine motor/manipulative area for scientific and mathematical investigation and
measurement
 space and equipment for large motor play indoors
 outdoor play environments must provide, minimally:
o large motor play area
o an area for quiet play
o storage space
 sand and water play - provisions for play with elemental materials – sand, water, mud,
clay, snow (indoors and outdoors)
 music and movement area

It is recognized that this list is not exhaustive and other possibilities are, therefore, encouraged.
The specific equipment in each area should, in fact, change from time to time thereby providing
an environment that is varied and challenging for the children.

Many school-age programs are operated in shared spaced environments, for example, schools,
gyms and churches where daily movement of equipment and materials is required. Portable
shelving must be available in these situations.

When choosing materials and equipment for school-age facilities, operators should select those
that will withstand the use of multiple children. They should be checked often for breakage and
any broken items disposed of. They should be easy to clean with durable surfaces.
The quantity, age appropriateness and arrangements of equipment and materials per activity
centre and per age group will be determined in consultation with ELC licensing staff at the time
of the ELC facility’s initial licensing and will be reviewed annually at renewal.

While it is not required to have every item as listed in the following pages, operators are
required to have indoor and outdoor play equipment, furnishings and program materials
available in sufficient quantity and variety for the number of children enrolled at any one time.

Operator Manual - Early Learning and Childcare Homes Page |141

1
This ensures that:
• a variety of options is available to the children;
• a child is able to work by themselves; and
• a group of children is able to work together without running out of materials.

What follows are suggestions for materials and equipment within play areas at the
facility, they are not complete lists, but serve to start conversations. Children should be
as involved as possible in adding ideas for materials and equipment.

Art and creative area

When creating an art and creative area the following should be considered:

Are resources visible and available, encouraging independence and creativity?

Is there a sufficient quantity of items for the children?

Are a variety of creative materials included?

Are different creative mediums, such as clay, playdough, available?

Are the children free to create how they wish?

Are children encouraged to use their creative freedom and celebrate the differences in
their art?

Are art materials such as skin-coloured markers and paints available?

If possible, is the art area located close to a sink and not on carpet?

Are children encouraged to clean up their art area when they are done?
Are supplies rotated regularly to keep children interested?

Are children’s creations displayed around the facility?

Do educators provide assistance only when asked?

Do educators avoid demonstrating a model?

Do educators talk to the children about their creations?

Suggested materials and equipment for art and creative area:
• accessible storage shelf
• acrylic table or trays
• smocks or old t-shirts
• paint brushes - variety of sizes
• paint rollers - variety of patterns
• easel
• variety of scissors – both right and left handed
• variety of crayons, markers, pastels, art chalks, charcoal

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142 Education and Early Childhood Development

 • rolls of brightly colored masking tape
• variety of paper in colors, textures and sizes
• different types of paints and water colours
• a variety of glue
• tape
• glitter
• q-tips
• chenille stems
• plastic cups
• popsicle sticks
• eye droppers
• feathers
• kitchen utensils that provide unique prints (potato masher)
• wallpaper
• spray bottles filled with water or paint
• sponges
• dental floss for string painting
• marbles and anything that rolls for painting
• unusual cake pans or molds for marble painting
• foil
• clay
• playdough
• cookie cutters, rollers, plastic knives
• sandpaper
• tissue paper
• clear shower curtain
• bubble wrap
• tree bark for rubbings
• beads, baubles, jewels, buttons, etc.
• small collectibles from nature
• recycled items – plastic sock holders, cardboard pieces, bottle caps, corks, fabric
remnants, yarn, ribbon
• costume jewelry
• broken jewelry
• ruler
• crayon melting tray
• knitting needles
• embroidery hoops
• needles – needles with large needles for yarn, needles for cross stitch
• embroidery floss, thread, yarn
• ribbons, buttons, braid, bias tape
• thimbles/tape measure
• snaps, hooks and eyes, pins and pincushions

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Operator Manual - Early Learning and Childcare Homes 143

 • cloth – variety of sizes, shapes, patterns, textures
• scissors
• cotton batting

Science and nature area

When creating a science and nature area the following should be considered:

Is the area readily accessible for children to explore?

Is there a small table and chairs available in order to do experiments?

Is the area inviting and well-stocked to encourage children’s engagement?

Are materials organized for display and exploration?

Are children provided the opportunities to explore "what if?" questions, to make guesses
about what is going to happen, and to investigate those guesses?

Are items safe and age appropriate?

Are items rotated regularly to keep them new?

Is the area well-organized so that children are more encouraged to keep it that way by
putting things away when they are finished an activity?

Is there paper available to chart and graph outcomes?

How is the learning that is taking place in the science and nature area linked to other
areas of the centre?
Are there science books such as nature, astronomy, and space, including books that
expand the children’s interests encouraging them to ask "what is it made of?" and "how
does it work?"

Are the interests of the group considered?

Are children encouraged to participate in the science and nature area?

How is science taken outdoors?

How are educators supporting the learning taking place?

Do educators assist children to set up and perform experiments, without taking over?

Do educators ask open ended questions to encourage further exploration and extend
learning?

Do educators model different ways to find information, such as reading resource books
and searching online (ensure that educators preview any websites before sharing them
with children or sit beside children when looking online)?

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144 Education and Early Childhood Development

Suggested materials and equipment for science and nature area:
 display table/storage shelf
 listening tubes
 flashlights
 graphing grids
 plastic test tubes and beakers
 lab coats
 safety goggles
 gloves
 trays
 hose/tubing
 pulleys
 gears
 small machines that don’t work to take apart
 books of nature and animals
 aquarium/live animals
 fish
 plants (non-toxic)
 prisms/mirrors
 color wheels and colors for mixing
 magnifying glass
 microscope
 items to examine
 pumpkins, gourds
 flowers
 nuts
 bee hive that’s no longer used
 moss/bark
 birdfeeders
 bird’s nest
 pinecones
 feathers (real)
 shells/coral
 seeds/acorns
 fossils
 magnets
 color wheel or paddle
 pulleys/gears
 terrarium
 kaleidoscope
 telescope
 binoculars
 bug catcher/bugs
Page | 5

Operator Manual - Early Learning and Childcare Homes 145

 • binoculars
• bug catcher/bugs
• magnets
• scale
• balance and weights
• objects to balance such as rocks, pieces of wood, cotton balls, etc.
• tweezers
• ruler and tape measure
• adhesive tape
• scissors
• cardboard, cardboard tubing
• stopwatch
• egg timer
• jars, clear containers
• compass
• gardening materials and tools
• cork
• straws
• syringes
• squeeze bottles
• soda, starch, salt, vinegar
• funnels
• thermometer

Block and construction area

When creating a block and construction area the following should be considered:

Is there plenty of space for the block area so children can build elaborate structures?
Is it in a good location in the room (not close to the quiet area)?

Is there plenty of shelving for easy access to the blocks and other materials?

Is there a rug in the block area, since most of the time will be spent on the floor?

Are there a sufficient number of blocks, ideally, provide at least 40 to 60 unit blocks for
each child in the block area at the same time?

Are non-block materials stored in containers on the shelves or on the floor where the
children can locate them easily?

Suggested materials and equipment for block and construction area:

• storage shelf
• wooden blocks in assorted sizes and shapes (unit blocks)
• floor toys such as space station, garage, farm, house, airport/airplanes/helicopter
Page  |  6    

146 Education and Early Childhood Development

 • variety of hats e.g. construction, fire fighter, police officer
• houses and other buildings
• small people/animal figures
• track and train or road set, road signs
• assorted vehicles in varied sized
• steering wheel
• discarded license plates
• heavy cardboard boxes

Dramatic Play and Housekeeping Area

When creating a dramatic play and housekeeping area the following should be considered:

Is the area away from noisy or active play?

Is the area equipped with child-sized furniture?
Are toys and materials visible and within easy reach of the children?
Are the children able to use the materials present independently?
Are "real life" props present, such as oven mitts, aprons, telephone, etc?
Are props, clothing and items included that would be interesting to all children?
Are there multi-ethnic play food and cooking utensils available?
Is there a mirror for children to see how they look?
Is the dramatic play area changed to reflect the current interest of the children? (For
example: If they are fascinated by doctors, add some gloves and surgical masks.)

Are resources rotated frequently to ensure novelty?

Are children encouraged to use their imagination and be actively involved in play?
Are children encouraged to talk about what it is they are doing?
Do educators participate in play when asked by children?
Do educators observe and listen to the children’s behavior?
Do educators interact on the child’s eye level by sitting or kneeling?
Ensure there are not too many props in this area, or clean up can be overwhelming.

Suggested materials and equipment for dramatic play and housekeeping area:
• child sized appliances, sink, stove, refrigerator
• child size dishes, cutlery, pots and pans
• table and chairs, child sized/age appropriate
• kitchen items
• aprons, oven mitts, chef hat
• vase and flowers
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Operator Manual - Early Learning and Childcare Homes 147

 • food props (empty food packages, plastic fruits and vegetables, etc.)
• broom, dustpan
• dish towel
• tablecloth
• blankets
• home living furniture
• telephone
• dress up clothes and accessories, including hats, purses, sunglasses, jewelry, gloves
• rack for dress up clothes
• suitcases/backpacks
• purses
• wallets
• multi-ethnic dolls of both genders, with size appropriate clothes and accessories, i.e.
strollers, doll beds
• toiletries
• sponge curlers
• old hair dryers - cords removed
• non-breakable shatterproof full length mirror
• lunch boxes
• tool belts
• tool box
• variety of real tools
• woodworking bench
• safety goggles
• nails
• scrap wood
• vice
• wood glue/sandpaper
• puppet theatres
• prop kits for children to explore and create

Ideas for prop kits for dramatic play

Educators are encouraged to have discussions with children to come up with other prop
box ideas and to work together to decide what they could contain and where to obtain
items.

Bakery
fresh playdough, measuring spoons, rolling pins, aprons, oven mitts, cookie sheets, pictures of
baked goods, chef’s hat, muffin tins, cake pans, mixing bowls, spoons, cake decorators, order
pads, recipes, cookie cutters, flour shaker, cupcake papers

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148 Education and Early Childhood Development

Beach
blankets, picnic basket, beach umbrella, sunglasses, beach ball, empty suntan lotion bottles,
beach towel, buckets and shovels, shells, lawn chairs, straw hats, play picnic foods, music,
swimming caps, surfboard, snorkels, fins, flip flops, small portable swimming pool filled with
sand

Camping
canteen, flashlight, tent, knapsack, pretend campfire, sticks with marshmallows, binoculars,
small skillet, mosquito-netting, nature books, food supplies, sleeping bags, thermos, fishing
poles, plastic ants, small cooler, lawn furniture, orange vests, paper plates

Car Wash
tricycles, buckets, water, dish soap for outside play, buckets, sponges, squeegees, hose, car
wash signs, play money

Fire Fighter
yellow rubber raincoats, boots, old vacuum hose, phone, whistle, fire hats, flashlight, fire safety
posters, walkie-talkies, gloves, baby dolls (to rescue)

Fishing
boat (box), worms, net, tackle box, sinkers/bobbers, fishing hat, pole with string, fish (with
magnets), binoculars, fishing magazines, camera, thermos

Flower Shop
plastic flowers, watering can, seeds, florist smock, flower/garden magazines, garden hats, small
garden tools, potting soil, vases, gardening gloves, ribbon, order book and pen, cash
register/money, phone, plastic pots, styrofoam squares, baskets

Gas Station / Auto Mechanic

tools, tool box, steering wheels, play money, work clothes, oil cans (not real), gas hose, cash
register, squeegee, bucket, poster with prices, tire gauge, car keys, funnel (for pretend oil), rags,
tire pump, auto supply catalogue, small gas can (new), used/washed or new auto parts

Grocery Store
grocery cart/basket, aprons, purses/wallets, plastic fruit/vegetables, coupons, play food, check
out area, reusable bags, cash register, play money, sale flyers, clean recycled food
containers/boxes

House Painter
paint brushes, paint rollers, buckets of water, paint, rags, paint trays, hats, old shirts, colour
samples, drop sheets

Ice Cream Parlour

ice cream scoops, paper cones, empty ice cream tubs, ice cream toppings ( e.g. small red
pompoms for cherries), play money, cash register, apron and hat, order pads/pencils, wipe-off
board menu, empty whipped cream spray cans

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Operator Manual - Early Learning and Childcare Homes 149

Medical Clinic
surgical masks/booties, stethoscope, cotton balls, band aids, lab coat, small flashlight, gauze
bandages, non-latex gloves, dolls/doll beds, syringes (without needles), empty medicine bottle,
medicine droppers, hospital gown, doctor bag, x-rays, prescription pad, patient files, blood
pressure cuff, first aid book, splints

Office Worker
desk, name plate, old forms, file folders, keyboard, monitor, memo pad, phones, phone books,
paper/pens/pencils, calculator, stamps, stapler, paperclips, junk mail, pen holder

Optometrist
eye chart, pointer, glasses frames (with lenses removed), table, mirror, white lab coat, glass
cases, wooden spoon, pictures of eyes

Pizza Restaurant
clean pizza boxes, cash register, play money, order pad, phone, bakery aprons, stove, play
pizza cutter, prep area, cardboard circles, (pizzas) with felt on one side, felt toppings –
pepperoni, green peppers, mushrooms, etc

Plumber
different shapes and sizes of piping, tools, toolbox, measuring devices, spigots, plungers
hose/nozzles, old shirts (with logo on pocket)

Police Officer
pad for writing tickets, small clipboard, police hat, stop signs, license plates, blue shirt, walkie-
talkie, badge, 911 signs, steering wheel, whistle, boxes to create vehicles

Post Office
envelopes, postcards, stamps (seals/stickers), boxes or packages, bag for carrying mail, junk
mail, mailbox, scale, stickers, paper punch, cash register, cash register, pens, pencils, paper

Restaurant
tablecloth, napkins, dishes, menus, order pads, pencils, aprons, chef hats, cash register,
serving trays, play food, take out containers, play money, tables, chairs

Shoe Store
supply of different types of shoes, shoe boxes, cash register, play money, ruler or foot
measurer, shoe horn, pictures of shoes, small chairs, full-length mirror, shoe polish (empty)

Space
helmet, air tank, earphones, globe, control panel, moon boots, flag, moon rocks, walkie-talkies,
star decals, a rocket ship, space food

Tourist / Vacation
suitcases, tickets, sunglasses, maps, Hawaiian shirts, passports, travelers checks/money,
postcards, travel magazines, camera
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150 Education and Early Childhood Development

Veterinarian
stuffed animals, cotton balls, gauze, surgical masks, pamphlets on animals, plastic gloves, play
money, needless syringes, exam table, empty medicine bottles, pet brushes, white lab coat, pet
carriers, magnifying glass, stethoscope

Quiet and Reading Area

When creating a quiet and reading area the following should be considered:

Does the area have plenty of books for the children to access?
Are children provided with a variety of reading materials, including magazines and
homemade books as well as traditional books?

Are there books that reflect the languages and cultural backgrounds of children in the
group?

Are children taught how to handle and respect books?

Are children taught a love and appreciation for books and literature?
Are books rotated regularly to keep children interested and to support new areas of
interest?

Are children encouraged to consult books for sources of information and to answer
questions?

Are children provided opportunities to create their own books?

Do educators avoid interrupting a child concentrating on a book?
Do educators sit with children and read, or listen to them re-tell or reenact a story?
Do educators ask open-ended questions to encourage thinking and predicting skills?

Suggested materials and equipment for a quiet and reading area:

• shelf/rack to display books
• large cushions with washable covers and/or adult or child sized furniture (chair, love
seat)
• carpet or area rug
• books at a variety of reading levels and appealing to a variety of interests e.g. poetry,
nature, humour, adventure, myths, science
• books representing various languages, ethnicities, cultures, genders and abilities
• books made by the children
• factual books, magazines and newspapers
• felt board and pieces
• puppets and stage
• soft reading light
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Operator Manual - Early Learning and Childcare Homes 151

 • music - background
• music player with a selection of audio stories
• headphones
• environmental print pictures and posters
• materials to make books
• writing surface

Fine Motor/Manipulative Area

When creating a fine motor and manipulative area the following should be considered:

Is the centre located in an area with table(s) and chairs, or a quiet floor area with a rug?
Do children have easy access to a variety of games, both competitive and cooperative?
Are materials in adequate supply for the numbers of children present?
Are materials rotated frequently to keep children engaged?
Are puzzles and games age appropriate for school-age children?
Do educators ensure that games and puzzles are complete and not missing pieces?
Do educators facilitate problem-solving in the event there is a conflict over materials?
Do educators encourage children if they become frustrated?

Suggested materials and equipment for fine motor and manipulative area:
• storage shelf
• tables and chairs
• developmentally appropriate puzzles e.g. wooden, interlocking, 3-d, and floor puzzles
• building toys e.g. lego, k’nex, mega blok
• pegs and pegboards
• rubber bands for peg boards
• stringing beads
• matching and sorting toys
• age appropriate board games e.g. matching and lotto games (color, picture), bingo
• stacking blocks
• tweezers and tongs
• scissor cutting activities
• hammering block
• golf tees / scissors / hammers for playdough
• rolling pins
• markers / chalk / crayons
• lacing dolls
• lock and key sets
• zipping and buttoning boards
• weaving boards
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152 Education and Early Childhood Development

 • small paint brushes
• squirt bottles
• simple card and board games
• memory games (Concentration)
• strategy games (Connect-4, Chinese Checkers, Checkers, Chess)
• word games, reading and spelling games (Scrabble)

Outdoor Play Area

When creating an outdoor play area the following should be considered:

Are natural environments such as grass, sand, water, plants, trees in abundance?
Are there opportunities for children to create with natural materials?
Think about access to play in the outdoors, what materials are rotated through outdoor
areas, and what activities are available in the outdoors?

Are children provided an area where they can plant and maintain a garden?
Do educators bring inside materials outside?
How will educators model a sense of wonder for nature and outdoor places?
How do educators support children’s investigations in the natural world?

Suggested materials and equipment for outdoor play area:

• small wagons/wheelbarrows
• balance beams, balancing items
• puppet theatre
• puppets
• props/accessories
• climbing structure (may include rings, bars, ropes and poles for climbing, swinging, etc.)
• natural material – tree logs, branches, hills, wood pieces, planks
• large cardboard boxes
• blankets, tarps
• skipping ropes
• balls in a variety of sizes, e.g. basketball, soccer, tennis
• basketball nets
• baseball bats, balls and gloves
• badminton and tennis rackets and nets
• floor hockey sticks, nets
• cones
• outdoor games – bowling, croquet, ring toss, horseshoes, etc
• hula hoops
• mats for tumbling play

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Operator Manual - Early Learning and Childcare Homes 153

 • large blocks
• frisbees
• biking area
• hopscotch area
• parachutes
• kites
• winter toys – sleds, shovels
• variety of play areas

Sand and Water Play (Indoors/outdoors)

When creating a sand and water play area the following should be considered:

Is the area located on hard floor, with non-slip mats used to prevent falls?
Is there a sand/water area outside?
Are children provided the opportunities to investigate measuring and to explore other
math concepts such as more, less, bigger, smaller, and equal?

Are children encouraged to use their fine motor skills to scoop, sift, funnel, and pour?
If required, do educators remind children of safety rules when in the sand/water area?
Do educators assist children to find answers to their questions about sand, water, and
other sensory materials through books, websites, and other resources?

Suggested materials and equipment for sand and water play area:

• sand and/or water play table

• outdoor sand area
• sand/water (at least 15 centimeters in depth)
• storage shelf
• bubble toys
• dishpans/plastic bins
• buckets/pails
• sink
• kitchen utensils – eggbeaters, sifters, measuring cups and spoons, pitchers, baster,
funnels, pots, pans, muffin tins, etc
• sponges
• water wheels
• plastic tubes
• wood to make boats
• items to float/sink
• vehicles
• people/animals for sand play
• plastic spray bottles
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154 Education and Early Childhood Development

 • shovels of various sizes
• rakes
• moulds
• gardening tools
• source of water
• garden hoses, water sprinkler

Music and Movement Area

When creating a music and movement area the following should be considered:

Are a variety of music and musical instruments provided?

Are children encouraged to make their own rhythm instruments, such as tambourines,
maracas, and rain sticks?

Are children provided opportunities to experiment with audio or video recordings with a
computer, tape recorder, or digital recorder?

Is there an area for children to listen to music with headphones to not disturb other children?
Do educators introduce children to musical instruments and music players when required?

Suggested materials and equipment for music and movement area:

• variety of story, song, rhythm and movement media choices

• variety of music opportunities e.g. classical, jazz, pop, children’s music, rock, R&B,
cultural music from other countries – ensure that music is appropriate for children
• music player with headphones
• Karaoke machine
• microphones
• musical instruments e.g. drums, cymbals, xylophone, triangles, tambourines, castanets,
bells, maracas, auto harp, ukuleles, etc.
• scarves, streamers, ribbons, pompons, hoops, balls, costumes for movement and dance
activities
• props
• dance shoes – tap, ballet
• performance stage area

Cooking

When cooking with the children the following should be considered:

Are children provided the opportunity to be actively involved in cooking?

Are children encouraged to research what they would like to make?

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Operator Manual - Early Learning and Childcare Homes 155

 Do educators provide diverse cooking experiences, representing a variety of cultures
and dietary choices (vegetarian, vegan)?

Suggested materials and equipment for cooking:

• variety of kitchen utensils: spoons, spatulas, measuring cups and spoons, cookie
cutters, rolling pin, eggbeater, etc.
• bowls
• cookie sheets
• muffin tins
• baking/cooking ingredients, as needed
• variety of multicultural cookbooks appropriate for children
• cooking tools required: wok, chopsticks, frying pan, pots, pans

Construction and Carpentry Area

When creating a construction and carpentry area the following should be considered:

Are children encouraged to create using real tools and materials?

Are children provided with guidance on how to keep the area safe?
Are books available that demonstrate how to build items?
Do educators provide assistance when asked for it?
Do educators ensure that the area is kept well stocked to prevent frustration of children?

Suggested materials and equipment for construction and carpentry area:

• storage shelf
• muffin tins, small plastic containers, or shoe boxes for sorting nails, screws, etc.
• real tools which may include: hammers, plane, pliers, vise, saws, screwdrivers, tape
measure, square, level, wrench, drill and bits
• nails, screws, washers, wire, tacks, string
• sandpaper, graph paper
• paint
• wood scraps
• pencils, markers

Technology

When creating a technology area the following should be considered:

What new technologies are available for use in the facility?

What safety precautions are in place for children accessing the internet?
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156 Education and Early Childhood Development

 How do educators ensure that children aren’t spending too much time on computers?
Are computers in view of educators at all times to ensure they are easily supervised?
Are educators available to provide assistance to children as required?

Suggested materials and equipment for a technology area:

• computer
• headphones
• printer/scanner
• access to internet
• educational software/games
• paper
• camera
• photo paper
• voice recorder
• video recorder
• tables and chairs

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Operator Manual - Early Learning and Childcare Homes 157

Appendix 23 - Educational Institutions with Recognized
Early Childhood Education Programs

Early Learning and Childcare Facility

Educational Institutions with Recognized
Early Childhood Education Programs

New Brunswick

Academy of Learning
• Early Childhood Education Certificate
• Early Childhood Education & Teacher Assistant Diploma

Atlantic Business College

• Early Childhood Education Diploma

Collège communautaire du Nouveau-Brunswick (CCNB)

• Certificat d’éducation de la petite enfance
• Diplôme d'éducation de la petite enfance

Crandall University (formerly Atlantic Baptist University)

• Bachelor of Education

Horizon College (closed)

• Early Childhood Education Diploma

Kingswood University
• Early Childhood Education Associate of Arts degree

New Brunswick Community College (NBCC)

• Early Childhood Education Certificate
• Early Childhood Education Diploma

Oulton College
• Early Childhood Education Diploma
• Early Childhood Education/ Teacher Assistant Diploma

St Thomas University
• Bachelor of Education

Union of New Brunswick Indians (UNBI) Training Institute

• Early Childhood Education Diploma
• Early Childhood Education Certificate

Université de Moncton
• Bachelor of Education

University of New Brunswick

• Bachelor of Education

158 Education and Early Childhood Development

 Nova Scotia

College de L’Acadie
• Early Childhood Education Diploma

Institute for Early Childhood Education and Developmental Services

• Early Childhood Development Diploma

Mount Saint Vincent University

• Bachelor of Arts in Child and Youth Study

Nova Scotia Community College

• Early Childhood Education Diploma

Nova Scotia College of Early Childhood Education (NSCECE)

(formerly St. Joseph’s College of Early Childhood Education)
• Early Childhood Education Diploma

Prince Edward Island

Collège Acadie Î.-P.-É.

• Early Childhood Education Diploma

Holland College
• Early Childhood Education Diploma

Newfoundland

College of the North Atlantic

• Early Childhood Education Certificate
• Early Childhood Education Diploma

Keyin College
• Early Childhood Education Diploma

All Provinces

A certificate, diploma or degree from a community college or university which clearly states
Early Childhood Education.

Colleges must be signatory with Colleges and Institutes Canada

http://www.collegesinstitutes.ca/our-members/member-directory/

Operator Manual - Early Learning and Childcare Homes 159

Appendix 24 - M
 aintaining a Scent Reduced Environment

Early Learning and Childcare Centre

Maintaining a Scent Reduced Environment

Scents can usually be found in personal care products, such as perfumes, aftershaves,
colognes, shampoos and conditioners, soaps, body lotions and deodorants. Scents are also
found in household items, such as air fresheners, deodorizers, candles, some laundry
detergents, fabric softeners and cleaning products.

Chemicals used to add scents to products can cause serious health problems for some people,
especially for people with respiratory diseases such as asthma. Being near a scented product
can make some people sick. Young children are especially vulnerable because of their
developing systems and their size.

Scents enter our bodies through our skin and our lungs. The chemicals in scents can cause
many different reactions. Even products containing natural plant extracts can cause allergic
reactions in some people.

To minimize exposure to scents in the facility, operators should:

 Use gentler cleaning products on windows, walls, and floors where sanitizers are not
required by the Department of Health.
 Use scent-free personal care products.
 Use non-scented laundry detergent and soap.
 Keep your facility well ventilated. If you don’t have an air exchange system, open a
window to get fresh air in and stale air out. You can also put a fan in a window drawing
air out and open another window to increase air circulation.
 Avoid the use of oil diffusers, essential oils, air fresheners, scented candles and any
other products used to fragrance the air.
 If a scent-free policy is not in place, work with your staff to adopt one. For more
information on how to create and implement a scent-free policy visit: "Developing a
Scent-free Policy for the Workplace" at www.nb.lung.ca .
 Post “Scent-free Childcare Facility” signs to remind parents and staff to go scent-free.

Visit New Brunswick Lung Association for more information https://nb.lung.ca/programs/indoor-

air-quality-iaq/scents

160 Education and Early Childhood Development

Appendix 25 - Using Video Monitoring

Early Learning and Childcare Facility

Using Video Monitoring

In the event that a facility chooses to use video monitoring, the following should be considered:

 Is there a reason for security cameras to be installed?

 What is the purpose of the footage?
 Is it only video, or is it video and audio?
 Where are the cameras located? (they are only to be located in the “public” areas of the
facility)
 Who has access to the footage, who “owns” the footage, and how long is it kept?
 Operators are to include a statement in their parent handbook stating that they use
audio/video recording.
 Staff and children should be aware of the cameras, and whether they record simply
video, or if they record sound as well.
 The security company responsible for the system should be contacted to determine if
they have a policy regarding the footage they accumulate. Operators should feel
comfortable in how these recordings are handled, encrypted, accessed, their purpose,
etc.
 Is the footage scanned by the company regularly, or only when requested by the center
to the company?
 Are the recordings encrypted, kept onsite or offsite (in Canada, or US, cloud based, etc),
are they downloaded once a day/week, or is it a live stream that others at the security
company can watch live?
 Parents should sign a form stating that they are aware of cameras/security; however, the
rights of their children to privacy when they are in the facility must be respected.
 Signs should be posted advising that there is audio/video monitoring.

For more information on video surveillance, consult the Office of the Access to Information and
Privacy Commissioner – New Brunswick at http://www.info-priv-
nb.ca/userfiles/file/best%20practice%20-%20Video%20Surveillance.pdf

Operator Manual - Early Learning and Childcare Homes 161

Appendix 26 - I deas for Healthy Snacks

Early Learning and Childcare Facility

Ideas for Healthy Snacks

Each snack includes foods from two or more food groups

 Apple or banana slices spread with peanut butter

 Whole grain pita with cheese, cucumber and tomato
 Fresh fruit and plain yogurt
 Chunks of cheese and pieces of fruit
 Whole grain pita with hummus
 Whole grain roll and cheese
 Hard-boiled egg and pieces of tomato
 Sweet potatoes, apple, milk
 Whole grain muffin and milk
 Hot or cold whole grain cereal with fruit and milk
 Raw or cooked vegetables with hummus
 Steamed spinach with yogurt, onions and garlic
 Baked beans and toast
 Smoothie with milk or yogurt and fruit
 Whole grain toast, applesauce and milk
 Whole grain pita with pizza sauce and grated cheese
 Fruit, whole grain pita, milk
 Soup and whole grain crackers
 Rice cracker, yogurt, fruit

Reference:

Parent Health Education Resource Working Group. Loving Care: 1-3 Years. 2015. Available at:
http://www2.gnb.ca/content/gnb/en/departments/ocmoh/healthy_people/content/loving_care.htm
l. Accessed January 26, 2018.

162 Education and Early Childhood Development

Appendix 27 - M
 enus and Recipes
 

Appendix 27

Early Learning and Childcare Facility

Menus and Recipes

Menu Plan
Week: __________________

Monday Tuesday Wednesday Thursday Friday

Morning snack

Lunch

Afternoon
snack

Substitutions

Operator Manual - Early Learning and Childcare Homes 1  |  P a 163

g e  

 
164
 

SAMPLE Menu Plan

Week: ___________________

*Recipes included
^Modification required for 0-4 year olds

Monday Tuesday Wednesday Thursday Friday

Apple slices^ Blueberry muffin* Banana roll-up* Cheese Applesauce

Morning snack
Yogurt Milk Sliced fruit Toast with
cinnamon

Beef chili* Egg salad Shepard’s Pie* Baked fish* Veggie-bean

Cornmeal muffin* sandwich* Whole grain roll Potato wedges* burrito*
Canned peaches Vegetable soup* Fruit salad Mixed veggies Watermelon slices
Lunch
Milk Kiwi slices Milk Rhubarb-blueberry Milk
Milk crumble*
Milk

Whole grain mini- Fruit smoothie* Cucumber and Grapes ^ Oatmeal cranberry
pitas carrot sticks^ Whole grain cookie*
Afternoon snack
Hummus Cheese crackers Yogurt

Substitutions

Education and Early Childhood Development

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SAMPLE Menu Plan

Monday Tuesday Wednesday Thursday Friday
Apple slices Blueberry muffins Banana roll-up Cheese Applesauce
Yogurt Milk Sliced fruit Cinnamon toast
Morning snack
At least 2 food √ V/F √ V/F √ V/F √ V/F √ V/F
groups _Grains √Grains √Grains _Grains √Grains
_Meat & Alt _Meat & Alt √Meat & Alt _Meat & Alt _Meat & Alt
√Milk & Alt √Milk & Alt _Milk & Alt √ Milk & Alt _Milk & Alt
Beef chili Egg salad sandwich Shepard’s Pie Baked fish Veggie-bean burrito
Cornmeal muffin Vegetable soup Whole grain roll Potato wedges Watermelon slices
Canned peaches Kiwi slices Fruit salad Mixed veggies Milk
Milk Milk Milk Rhubarb-blueberry

Operator Manual - Early Learning and Childcare Homes

crumble
Lunch
Milk
4 food groups
√ V/F √ V/F √ V/F √ V/F
√Grains √Grains √Grains √ V/F √Grains
√Meat & Alt √Meat & Alt √Meat & Alt √Grains √Meat & Alt
√Milk & Alt √Milk & Alt √Milk & Alt √Meat & Alt √Milk & Alt
√Milk & Alt

Whole grain mini- Fruit smoothie Cucumber and Grapes Oatmeal cranberry
pitas carrots Whole grain cookie
Hummus Cheese crackers Yogurt
Afternoon snack
At least 2 food
_ V/F √V/F √ V/F _V/F
groups
√Grains _Grains _Grains √ V/F √Grains
√Meat & Alt _Meat & Alt _Meat & Alt √Grains _Meat & Alt
_Milk & Alt √Milk & Alt √Milk & Alt _Meat & Alt √Milk & Alt
_Milk & Alt
Substitutions

Page  |  3    

165
 

 
  

Chili
Adapted from Healthy U Makes 8-10 servings

1 tsp Canola oil 5 mL

1 Medium onion, finely chopped 1
1 Clove garlic, finely chopped 1
1 Medium green or red pepper, chopped 1
1 lb Extra lean ground beef or ground turkey 500 g
14oz Stewed tomatoes, unsalted, undrained 398 mL
2 tsp Chili powder 10 mL
1 tsp Oregano 5 mL
14oz Kidney beans, drained and rinsed 398 mL
½ cup Mushrooms, sliced (optional) 125 mL

1. In a large sauce pan, heat the oil.

2. Add onions, garlic and green pepper. Sauté over medium heat for a couple of minutes.
Cover to let vegetables soften for another couple of minutes.
3. If using meat, add to vegetables and cook until all pink has left the meat. Stir in
tomatoes and seasonings. See vegetarian option below.
4. Bring to a boil, heat and simmer for 10 minutes. Add the beans, mix well and continue
cooking until chili reaches an internal temperature of 74°C (165°F) for at least 10
minutes.

Vegetarian option: To make vegetarian chili, substitute a 398 mL can of white kidney beans
and omit the beef. Remember to drain or rinse the beans prior to adding to reduce the sodium.

Oven-Baked Potato Wedges

Adapted from Food Flair
Makes 6-8 servings

4 Large potatoes (e.g. russet, Yukon 4

Gold or sweet potatoes)
1 tbsp Vegetable oil 15 mL
2 tsp Mixed herbs or 2 tbsp (30 mL) fresh 10 mL
herbs, finely chopped

1. Preheat oven to 400 F.

2. Wash potatoes with scrub brush.
3. Cut the potatoes into wedges.
4. Put oil into a sealable plastic container with the herbs.
5. Add the potato wedges to the container.
6. Close tightly and shake.
7. Put potatoes onto a baking tray and place in the hot oven.
8. Bake for 15 minutes, then turn with spatula and bake another 15 minutes until brown.

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166 Education and Early Childhood Development

  

Egg Salad
Adapted from Food Flair
Makes 1 serving

1 Egg, hard boiled

1 tbsp Mayonnaise
Dash Salt

1. Boil and cook egg.

2. Crack and peel the egg.
3. Crumble the egg into a bowl.
4. Add the mayonnaise and a dash of salt.
5. Mix well.
6. Spread on whole wheat bread, whole wheat tortilla or whole wheat crackers.

Veggie-Bean Burritos
Adapted from Having Fun with Healthy Foods: A daycare menu planning manual
Makes 50 servings

2 tbsp Vegetable oil 30 mL

5 x 14oz Canned kidney beans, drained and rinsed 5 x 398 mL
5 x 14oz Canned baked beans 5 x 398 mL
10 Carrots, grated 10
10 Zucchini, grated or 3 bunches broccoli, cut into 10
small pieces
5 x 14oz Canned tomatoes, drained and chopped 5 x 398 mL
(reserve liquid)
6 Onions, finely chopped 6
5 Green pepper, chopped 5
2 tbsp Each chili powder, garlic powder, dried oregano, 30 mL
cumin
50 Whole wheat tortillas (6-inch) 50
Shredded cheese, sour cream, salsa

1. In a nonstick skillet, heat oil over medium heat, cook onions, stirring occasionally for 3
minutes.
2. Add green pepper, zucchini and carrot. Cook, stirring for 5 minutes. Stir in spices.
3. Add beans. Continue to cook and stir for 10 minutes.
4. Spread ¼ cup (60 mL) of bean and vegetable mixture over each tortilla, leaving about 1”
border.
5. Roll up each tortilla and place, seam side down, in a baking dish that has been sprayed
with vegetable oil.
6. Bake in 400°F (200°C) oven for 15-20 minutes. Sprinkle with cheese and bake for 5
minutes longer.
7. Serve burritos with toppings such as: shredded cheese, sour cream, and salsa.

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Operator Manual - Early Learning and Childcare Homes 167

  

Hearty Blueberry Muffins

Adapted from Strive for Five at School
Makes 40 muffins

3 cups all-purpose flour 400 g

3 cups Whole-wheat flour 420 g
1 cup Flax flour or flax meal 65 g
3 tbsp Baking powder 45 g
1 tsp Baking soda 5g
1 tsp Salt 5g
4 Eggs 4
1 ½ cups Canola oil 375 mL
1 ½ cups Brown sugar, lightly packed 227 g
3 ½ cups Applesauce, unsweetened 875 ml
2 cups Blueberries, frozen 300 g
½ cup Brown sugar, lightly packed 75 g

1. In a large mixing bowl, mix the 3 flours, baking powder, baking soda and salt.
2. In a separate bowl, beat the eggs; add the oil, brown sugar and applesauce.
3. Add the liquid ingredients to the dry ingredients and mix until blended or until the dry
ingredients have been moistened.
4. Gently fold the blueberries into the batter.
5. Pour into the muffin cups, filling each muffin cup 2/3 full. Sprinkle the remaining ½ cup
(125 mL) of brown sugar over the 40 muffins.
6. Bake 20-30 minutes, until lightly browned and a toothpick inserted in the centre comes
out clean.

Vegetable Noodle Soup

Adapted from Alberta Nutrition Guidelines for Children and Youth
Makes 9 – ½ cup servings

4 cups Chicken, beef or vegetable broth (reduced sodium/salt)

½ cup Broccoli, frozen
½ cup Sweet peas
¼ cup Niblet corn
½ cup Carrots, sliced
½ cup Celery, thinly sliced
½ cup Whole wheat noodles

1. In a large pan, bring broth and water to a boil. Add frozen vegetables, carrots and
celery; cook one minute
2. Add noodles.
3. Reduce heat to low; simmer five minutes or until vegetables are tender-crisp and
noodles are cooked.
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168 Education and Early Childhood Development

  

Shepard’s Pie
Adapted from Alberta Nutrition Guidelines for Children and Youth
Makes 10 – ¾ cup servings
Preheat oven to 350F

2 cups Mashed potatoes

1 Onion, chopped
½ cup Broccoli, cut into flowerets
½ cup Green pepper, chopped
2 cups Carrots, chopped
¼ cup Tomato paste
2 ½ cups Lean ground turkey (or beef)
2 tbsp Oil
½ cup Water
½ tsp Basil
1 cup Shredded cheese
1 Bay leaf
Paprika, sprinkle

1. Brown the ground turkey in a pain until no pink colour remains. Remove meat from pan.
2. Sauté onion in oil; add broccoli, pepper, carrots, basil and bay leaf. Stir well and add
tomato paste, water and the cooked ground beef; bring to boil.
3. Cover and simmer on low 15 minutes or until vegetables are tender.
4. Put vegetable/meat mixture and cooking liquid in 9x13 inch baking dish. Top with
mashed potatoes, then cheese. Sprinkle with paprika for colour.
5. Bake 10-15 minutes or until potatoes are heated through. Make sure the internal
temperature of the pie reaches 74°C (165°F) for at least 10 minutes.

Vegetable Dip
Adapted from Food Flair and Healthy U

¾ cup Plain yogurt 200 mL

3 tbsp Mayonnaise 50 mL
1 tbsp Green onion, minced 15 mL
1 tsp Dijon mustard 5 mL
2 tsp Chopped fresh dill or 1 mL (1/4 tsp) 10 mL
dried
2 tsp Chopped fresh basil or 1 ml (1/4 tsp) 10 mL
dried
To taste Garlic powder (optional)

1. In a bowl, mix together all ingredients. Season with garlic powder to taste, if desired.
2. Refrigerate covered for at least one hour and up to 3 days.
3. Serve with raw vegetables or whole grain bread/pita.

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Operator Manual - Early Learning and Childcare Homes 169

  

Cornmeal Muffins
Adapted from Strive for Five at School
Preheat oven to 375F
12 muffin cups lined with papers OR mini-muffin tin, greased

1 cup All-purpose flour 250 mL

1 cup Cornmeal 250 mL
4 tsp Baking powder 20 mL
2/3 cup Kernel corn 150 mL
½ tsp Salt 2.5 mL
Pinch Cayenne pepper, ground Pinch
1/3 cup Canola oil 75 mL
1 tbsp Red pepper, finely chopped 15 mL
1 tbsp Green onion, finely chopped 15 mL
2 Eggs, beaten 2
1 cup Skim milk 250 mL
4oz Light cheddar cheese 120 g

1. In a large mixing bowl, mix the flour, cornmeal, baking powder, kernel corn, salt and
cayenne pepper
2. Heat 1 tsp (5 mL) of the oil; heat in a frying pan over medium heat. Add the red pepper
and green onion; sauté until soft. Add to the dry ingredients
3. Mix the eggs, skim milk and remaining oil together. Add to the other ingredients and mix
until blended or until the dry ingredients have been moistened.
4. Cut the cheese into 12 equal-sized cubes.
5. Fill the muffin cups 1/3 full. Place a cheese cube in the centre of each muffin. Add the
remaining batter to the muffin cups until each one is 2/3 full.
6. Bake for 20-30 minutes, until lightly browned and a toothpick inserted in the centre
comes out clean.

Fruit Smoothies
Adapted from Food Flair
Makes 4 servings

1 cup Frozen berries 250 mL

1 cup Milk or soy milk 250 mL
1 cup Plain or vanilla yogurt 250 mL
½ tsp Cinnamon 2.5 mL

1. Place berries, milk, yogurt, cinnamon and sugar in the blender.

2. Blend until smooth.
3. Serve into four cups or store in the fridge.

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170 Education and Early Childhood Development

  

Oatmeal Cranberry Cookies - Adapted from Strive for Five at School

Makes 60 cookies
Preheat oven to 350F
4 11”x17” sheet pans, lightly greased

1 cup Non-hydrogenated margarine 250 g

1 cup White granulated sugar 250 g
1 cup Brown sugar, lightly packed 150 g
2 Eggs 2
2 cups Whole-wheat flour 240 g
2 cups Rolled oats 200 g
½ cup Wheat germ 30 g
2 tsp Baking powder 10 g
2 tsp Baking soda 10 g
2 cups Chopped cranberries, fresh or 200 g
frozen

1. In a large bowl, cream the margarine with the 2 sugars; beat in the eggs.
2. In another bowl, combine the flour, oats, wheat germ, baking powder, and baking soda.
Add to the creamed mixture and mix well. Stir in the cranberries
3. Drop by tablespoons onto the sheet pans (Be sure to get 60 cookies from this recipe.)
Flatten slightly with a wet fork.
4. Bake for about 12 minutes or until lightly golden.

Baked Fish
Adapted from Healthy U
Makes 6-8 servings

1 ½ lbs White fish (haddock, tilapia, cod, sole)

2 tbsp Vegetable oil
Lemon slices
Herbs (dried or fresh)

1. Spray baking dish with vegetable oil.

2. Place fish in 9x13 inch baking dish.
3. If desired, add lemon slices and herbs on top of the fish.
4. Cover dish with foil. Bake at 400°F for 15-20 minutes or until the fish reaches an internal
temperature of 74°C (165°F) for at least 10 minutes.

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Operator Manual - Early Learning and Childcare Homes 171

  

Banana roll-up
Makes 4 servings

4 tbsp Smooth peanut butter

2 Whole wheat tortillas (8-inch)
2 Bananas

1. Spread 2 tbsp of peanut butter on each tortilla

2. Place peeled banana in the centre of the tortilla
3. Fold the ends over the banana and roll-up the tortilla
4. Cut in half and serve

Rhubarb & Blueberry Crumble

Adapted from Strive for Five at School
Preheat oven to 350F
1- 8”x8” baking pan

Crumb Mixture
¾ cup Oatmeal (large flake, not instant) 175 mL
3 tbsp Wheat germ 45 mL
3 tbsp Flax flour or flax meal 45 mL
¼ cup Brown sugar, lightly packed 50 mL
½ tsp Cinnamon, ground 2 mL
¼ cup Non-hydrogenated margarine 50 mL

Fruit Mixture
2 cups Rhubarb, frozen, cut into 1” pieces 500 mL
2 cups Blueberries, fresh or frozen 500 mL
1/3 cup Brown sugar, lightly packed 75 mL
½ tsp Cinnamon, ground 2 mL
1 tbsp Cornstarch 15 mL

1. In a large bowl, mix the oatmeal, wheat germ, flax flour, brown sugar, and cinnamon.
Cut the margarine into the flour mix until it is well distributed and all the dry ingredients
have been moistened.
2. In a second large bowl, combine the rhubarb and blueberries
3. Mix the brown sugar, cinnamon and cornstarch. Spread over the fruit and toss well.
4. Spoon the fruit mixture evenly into the pan and sprinkle the crumb mixture evenly over
the fruit.
5. Bake for 40-45 minutes or until the fruit is soft and golden.

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172 Education and Early Childhood Development

  

Recipe References:

Government of Alberta. Alberta Nutrition Guidelines for Children and Youth: A Childcare, School
and Recreation/Community Centre Resource Manual. 2012. Available at:
https://open.alberta.ca/publications/5906406 . Accessed January 25, 2018.

Government of Alberta. Healthy U – Recipes. Available at:

http://www.healthyalberta.com/recipes.htm. Accessed February 29, 2016.

Government of Nova Scotia. Having Fun with Healthy Foods. Nova Scotia Department of
Health. 1992.

Government of Nova Scotia. Strive for Five at School! A Guide to Promoting Fruits and
Vegetables. 2010. Available at:
http://novascotia.ca/dhw/healthy-communities/documents/Strive-for-Five-at-School-A-Guide-to-
Promoting-Fruit-and-Vegetables.pdf. Accessed January 25, 2018.

Vancouver Coastal Health. Food Flair: Early Learning Practitioners Resource. 2014. Available
at: https://www.vch.ca/media/Food_Flair_Resource_Manual_December_2014.pdf. Accessed
February 26, 2016.

Page  |  11    

Operator Manual - Early Learning and Childcare Homes 173

 Appendix 28 - Menu Planning Checklist

Appendix 28

Early Learning and Childcare Facility

Menu Planning Checklist

The Menu Planning Checklist is a tool that can be used as you begin to develop a menu or to
review a completed menu. Following this checklist will help you create healthy menus that are
consistent with the Licensing Regulation – Early Childhood Services Act.

General Guidelines
 
� Each of the four food groups are included at recognized meal times
� At least two of the four food groups are included at every snack
� Foods served contain little to no added fat, sugar and salt
� Honey and foods containing honey are not served to children under one year of age
� Foods and beverages of low nutritional value or that pose a food safety risk are not
included on the menu (Appendix )
� Foods and beverages that are potential choking hazards are not included on the menu
for children younger than four or are modified to be safer (Appendix )

Food Group Guidelines

Vegetables and Fruit

� A variety of vegetables and fruit are served each day
� Vegetables and fruit are served more often than 100% juice
� 100% juice is served no more than two times a week (1/2 cup per serving) and is never
served in a bottle

Grain Products
� Use whole grain products as much as possible
� Whole grains include: oats, corn, rice, wheat berries, flax seeds, wheat germ, rye, light
rye, stone ground whole wheat, kamut, amaranth, quinoa, pumpernickel, barley, cracked
wheat, bulgur, sprouted grain, flax

Milk and Alternatives

� Children from nine months to two years of age are served whole/homogenized (3.25%)
milk
� Children under nine months will receive either breast milk or infant formula provided by
the parents
� Children over two years are served 2% milk

Meat and Alternatives

� Meat alternatives are served at least once a week (e.g. beans, lentils, tofu, eggs)
� Fish is served at least once a week

174 Education and Early Childhood Development

References:

Government of Nova Scotia. Manual for Food and Nutrition in Regulated Child Care Settings.
2011. Available at: https://www.novascotia.ca/coms/families/provider/documents/Manual-
Food_and_Nutrition.pdf. Accessed January 26, 2018.

Health Canada. Canada's Food Guide – Children. 2011. Available at: http://www.hc-sc.gc.ca/fn-
an/food-guide-aliment/choose-choix/advice-conseil/child-enfant-eng.php. Accessed January 26,
2018.

Health Canada. Eating Well with Canada's Food Guide a Resource for Educators and
Communicators. 2011. Available at: http://www.hc-sc.gc.ca/fn-an/pubs/res-educat/res-educat-
eng.php. Accessed January 26, 2018.

Operator Manual - Early Learning and Childcare Homes 175

Appendix 29 - Healthy Substitutions
Appendix 29

Early Learning and Childcare Facility

Healthy Substitutions

Cooking Substitutions
To Instead of Try
Use less fat Frying • Grilling, baking, roasting, broiling, or poaching
Butter, margarine, or oil • Using less than the recipe calls for
in the amount called for • Replacing with cooking spray, water or broth, or
using a non-stick frying pan
Fatty cuts of beef, pork, • Lean cuts of meat such as loin or round
lamb or sausage • Trimming visible fat
• Fish, dried peas, beans or lentils
Cooking poultry with the • Removing the skin and excess fat
skin on • Adding colour with paprika, herbs or tomato
sauce
Cream • Using skim, 1% milk, 2% milk, evaporated milk
or equal parts of low-fat milk and evaporated
milk
• Using fortified milk (one part skim milk powder
to four parts low-fat or skim milk)
• Using low-fat sour cream
Full-fat cream cheese • Using fat-free or low-fat cream cheese, yogurt
cheese or cottage cheese pureed until smooth
Full-fat sour cream • Replacing all or part with fat-free or low-fat sour
cream, cottage cheese, part skim ricotta, yogurt
cheese or plain yogurt (250 mL yogurt blended
with 15 mL cornstarch if it will be cooked)
Use less Fruit canned in syrup • Using fresh fruit or fruit canned in its own juice
sugar or water
Syrup • Using pureed fruit or small amounts of syrup
Use less Canned broth • Using homemade stock, commercial reduced-
sodium sodium or salt-free stock
• Using bouillon in soups, gravies, sauces and
dressings
Regular canned foods • Using foods canned in water (not homemade),
preferably with no salt added
• Using reduced-sodium products
• Draining and rinsing canned foods for 30
seconds
• Using fresh foods when possible
Processed, cured or • Using fresh or frozen meat or poultry cooked
smoked meats without salt or high-sodium smoked meat
ingredients
Instant packaged foods, • Preparing product from scratch using fresh
especially with salty ingredients
powder or sauce packets • Using only a small amount of the prepared
powder or sauce
• Using homemade herb and spice mixtures
• Using chopped or sliced vegetables or fruit
instead of pickles
• Using chunky fruit or vegetable sauces like
salsa, chutney or relish

176 Education and Early Childhood Development

 Commercial condiments • Using small amounts (1 tsp – 1 tbsp / 5 mL – 15
mL) of condiments such as ketchup, soya
sauce, salad dressings and salsas
• Substituting reduced-sodium products

Baking Substitutions
To Instead of Try
Boost fibre 250 mL white flour • Using 125 mL white flour plus 125 mL whole
wheat or whole grain flour
• Using 175 mL white flour plus 50 mL ground
flaxseed
• Adding wheat bran or oatmeal to breads and
muffins
Use less fat 125 mL fat (e.g. oil, • Using 50 mL mashed fruit plus 50 mL fat; use
margarine, butter) applesauce, apple butter, mashed banana,
pureed prunes, or pureed pumpkin (using
mashed fruit may reduce the baking time by
25%)
250 mL fat (e.g. oil, • Using 150 – 175 mL fat
margarine, butter)
250 mL solid fat (e.g. • Using 175 mL ricotta cheese plus 50 mL solid
margarine, butter, or fat
shortening in yeast
breads)
Cream • Using low-fat evaporated milk or low-fat sour
cream
Use less salt Using the amount called • Omitting the salt or using less
for
Use less 250 mL sugar • Using 150 to 175 mL sugar; add cinnamon,
sugar vanilla or almond extract
250 mL chocolate chips • Using 125 – 250 mL chopped dried fruits such
as cranberries, raisins, apricots or cherries (or a
combination)
Fruit canned in syrup • Using fruit canned in its own juice or water, or
fresh fruit
Frosting or icing • Using sliced fresh fruit or pureed fruit
Boost iron 125 mL fat (e.g. oil, • Using 50 mL fat plus 50 mL pumpkin puree
margarine or butter) • Adding raisins, dried apricots, pumpkin or
sesame seeds, nuts, oatmeal, wheat germ
375 mL sugar in breads, • Using 250 mL blackstrap molasses and 175 mL
muffins, cookies sugar; add 2 mL of baking soda for each 250
mL of molasses; omit baking powder or use half
the amount. Molasses should not replace more
than half of the sugar called for in a recipe.

References:

Government of Nova Scotia. Manual for Food and Nutrition in Regulated Child Care Settings. 2011. Available
at: https://www.novascotia.ca/coms/families/provider/documents/Manual-Food_and_Nutrition.pdf. Accessed
January 26, 2018.

Government of Prince Edward Island. Healthy Living Guidelines for Early Learning and Child Care Centres on
Prince Edward Island. 2012. Available at: http://www.gov.pe.ca/photos/original/eecd_healthyliv.pdf. Accessed
January 26, 2018.  

Operator Manual - Early Learning and Childcare Homes 177

Appendix 30 - Serving Sizes for Children

Early Learning and Childcare Facility

Serving Sizes for Children

Food Guide servings may be larger than a young child can eat at one time. Children have small
stomachs and need to eat small amounts of food more often throughout the day. One food
guide serving can be divided up into smaller amounts and served throughout the day.

For example, children need 1 serving of meat and alternatives per day. They could have one
hard-boiled egg (1/2 a Food Guide serving) for a snack and 60 mL (1/4 cup) of chicken (1/2 a
Food Guide serving) for lunch.
1 egg + ¼ cup cooked chicken = 1 Food Guide serving of Meat & Alternatives

Keep in mind:
 Caregivers decide what foods are offered and children decide how much they need to
eat. The amount of food eaten at each meal and snack will be different each day
depending on many things, such as the child’s appetite, how active they are, if they are
feeling sick or are having a growth spurt.
 Offer small portions and allow children to ask for more if they are still hungry.
 When young children are hungry, they will focus on eating. When they are full, they lose
interest in meal or snack time and will want to do something else.

For more information:

 Eating Well with Canada’s Food Guide (http://www.hc-sc.gc.ca/fn-an/food-guide-

aliment/index-eng.php)
 Eating Well with Canada’s Food Guide: A Resource for Educators and Communicators
(pages 39-41) (http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/pubs/res-
educat-eng.pdf)

 Sample 1-day menus:

o 3 year old girl (http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/choose-
choix/advice-conseil/child-enfant_wide-eng.php)
o 7 year old boy (http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/choose-
choix/advice-conseil/boy-garcon-7-eng.php)
o 10 year old boy (https://www.canada.ca/en/health-canada/services/food-
nutrition/canada-food-guide/choosing-foods/advice-different-ages-stages/sample-
10-year-old-boy.html )
o 12 year old girl (http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/choose-
choix/advice-conseil/girl-fille-12-eng.php)

 What is a food guide serving of: vegetables and fruit

 What is a food guide serving of: grains
 What is a food guide serving of: milk and alternatives
 What is a food guide serving of: meat and alternatives

178 Education and Early Childhood Development

Appendix 31 - Foods to Serve

Early Learning and Childcare Facility

Foods to Serve

Vegetables and Fruit Meat and Alternatives

- Fresh vegetables and fruit - Dried, canned and frozen legumes
- Frozen vegetables (e.g. beans, peas, lentils, chickpeas)
- Frozen fruit (100% fruit, no added - Fresh and frozen fish (e.g. haddock,
sugar) salmon, trout, shrimp, clam, smelt)
- Canned vegetables (rinsed and - Canned fish
drained) - Nut and seed butters
- Canned tomatoes, whole, diced or - Eggs
crushed - Fresh lean meats (e.g. beef,
- Canned fruit (packed in juice or light venison, bison, pork, lamb)
syrup) - Fresh poultry (e.g. chicken, turkey,
- Apple sauce or other fruit sauces duck)
(100% fruit, no added sugar or sugar - Hummus and bean dip
substitutes)
- Dried fruit and vegetables without
added sugars, sugar substitutes or
fat

Milk and Alternatives

- Milk (fluid or powdered)
- Plain fortified soy beverage (children
2 years of age and older)
- Ricotta cheese
- Cottage cheese
- Hard cheese
- Yogurt
- Pudding

Grain Products
- Whole grain bread, bannock,
tortillas, bagels, pitas, buns,
crackers, English muffins, pancakes,
waffles, roti, naan, pizza dough
- Rice
- Quinoa
- Couscous
- Unsweetened whole grain cereal
- Oatmeal
- Packaged products where whole
grains is listed at the first ingredient
- Recipes using whole grains (e.g.
muffins, loaves, sweet breads)

Operator Manual - Early Learning and Childcare Homes 179

References:

Government of Nova Scotia. Manual for Food and Nutrition in Regulated Child Care Settings.
2011. Available at: https://www.novascotia.ca/coms/families/provider/documents/Manual-
Food_and_Nutrition.pdf. Accessed January 26, 2018.

Government of Prince Edward Island. Healthy Living Guidelines for Early Learning and Child
Care Centres on Prince Edward Island. 2012. Available at:
http://www.gov.pe.ca/photos/original/eecd_healthyliv.pdf. Accessed January 26, 2018.  

180 Education and Early Childhood Development

Appendix 32 - Foods Not to Serve

Early Learning and Childcare Facility

Foods Not to Serve

The following foods and beverages will not be included on the menu as ingredients or foods
served.

Rationale Food/Beverage
- Processed cheese spreads
- Processed meats (e.g. hot dogs, bologna, salami, pepperoni,
bacon and sausages)
- Hard taco shells
- Canned soup and pasta (look for “low sodium”)
- Battered and fried vegetables
- Dried fruit or vegetables with added sugar and/or sugar
substitutes
- Sweetened gelatin (jello)
- Chewy fruit snacks (e.g. gummies, leathers, roll-ups)
Foods and - Sugar-coated cereal
beverages of low - Pastries and doughnuts
nutritional value - Candy and chocolate, including chocolate spreads
- Marshmallows
- Ice cream and frozen desserts
- Foods or beverages containing sugar substitutes
- Snack foods (e.g. chips, cheese puffs)
- Fruit-based drinks that contain less than 100% fruit juice
- Pop, diet pop
- Sport and energy drinks
- Water with added flavourings, sweeteners, vitamins, minerals,
etc
- Beverages with caffeine (e.g. tea, coffee, pop)
- Honey for children under 12 months
- Unpasteurized foods and beverages
Foods and - Homemade canned goods
beverages that - High mercury fish (e.g. fresh/frozen tuna, shark, swordfish,
pose food safety marlin, orange roughy, escolar)
risks - Raw or undercooked eggs, meat, poultry, and fish
- Unpasteurized milk, milk products and juice
- Cross-contamination between raw and cooked foods

Operator Manual - Early Learning and Childcare Homes 181

 -­‐ Nuts
-­‐ Popcorn
-­‐ Hard candy, cough drops
Foods and -­‐ Gum
beverages that are -­‐ Whole grapes
potential choking
-­‐ Raisins
hazards for children
younger than four -­‐ Raw carrots cut into rounds
years old -­‐ Hot dogs
-­‐ Fish with bones
-­‐ Snacks with toothpicks or skewers
-­‐ Marshmallows

References:

Government of Nova Scotia. Manual for Food and Nutrition in Regulated Child Care Settings.
2011. Available at: https://www.novascotia.ca/coms/families/provider/documents/Manual-
Food_and_Nutrition.pdf. Accessed January 26, 2018.

Parent Health Education Resource Working Group. Loving Care: 1-3 Years. 2015. Available at:
http://www2.gnb.ca/content/gnb/en/departments/ocmoh/healthy_people/content/loving_care.htm
l. Accessed January 26, 2018.

182 Education and Early Childhood Development

Appendix 33 - Choking Prevention
Appendix 33

Early Learning and Childcare Facility

Choking Prevention

Choking can happen with any type of food, though some foods are more common choking
hazards for young children. To prevent choking, encourage the children to eat while sitting
down, not while running or playing; and not to rush while eating.

Foods that can cause choking How to make these foods safer

Sticky foods – like peanut butter, tahini, and Spread them thinly on whole grain breads or
almond butter crackers
Don’t give blobs or spoonfuls of these foods
Hard foods – like some raw vegetables and Cook hard foods to soften them
fruits Grate them into small pieces
Round, smooth foods – like grapes and Cut each one into 4 small pieces
cherries Remove seeds or pits
Tube-shaped foods – like baby carrots Cut them lengthwise into strips
Cut the strips into small pieces
Stringy or chewy foods – like meat, long thin Cut these foods into small pieces
pasta, and melted cheese
Dried fruit – like apricots, dates, cranberries, Chop or dice into small pieces
and raisins

References:

Government of Nova Scotia. Manual for Food and Nutrition in Regulated Child Care Settings.
2011. Available at: https://www.novascotia.ca/coms/families/provider/documents/Manual-
Food_and_Nutrition.pdf. Accessed January 26, 2018.

Parent Health Education Resource Working Group. Loving Care: 1-3 Years. 2015. Available at:
http://www2.gnb.ca/content/gnb/en/departments/ocmoh/healthy_people/content/loving_care.htm
l. Accessed January 26, 2018.

Parent Health Education Resource Working Group. Loving Care: 6-12 Months. 2015. Available
at:
http://www2.gnb.ca/content/gnb/en/departments/ocmoh/healthy_people/content/loving_care.htm
l. Accessed January 26, 2018.

Operator Manual - Early Learning and Childcare Homes 183

Appendix 34 - Infant Feeding Plan

Early Learning and Childcare Facility

Infant Feeding Plan

Infant feeding plans are developed at the request of parents or when foods from home are
provided for children between birth and 12 months of age. The following is a list of possible
questions that may be used when developing an infant feeding plan:

 What types of food does the child currently consume?

 Have solid foods been successfully introduced? If so, what types?
 What textures have been successfully introduced?
 What are the child’s food preferences?
 What are the child’s self-feeding abilities?
 Are there any dietary considerations or special requests?
 Does the child have any identified allergies, food intolerances or any suspected
concerns?
 What are the child’s feeding times/routines?
 Are there any foods that the parents wish to wait to introduce?
 What is the process for updating and making changes to a feeding plan?
 To what extent will the childcare setting be involved in introducing new solids/textures?
 What is the plan for breast milk supply (e.g. liquid or frozen)?
 Is the mother planning to drop in to feed her baby?
 How should the facility respond in the event that breast milk is unavailable (e.g. runs
out)?
 May the child eat modified items from the menu?
 Are there any food requests based on medical issues?
 Will the child consume food from home as well as from the facility? If so, how should the
facility respond in the event that foods and beverages brought from home are
unavailable (e.g. run out)?

These questions may be helpful when developing infant feeding plans. Infant feeding plans are
especially beneficial to ensure there is ongoing communication between the facility and the
family.

Feeding plans may be created for infants between the ages of birth to 12 months of age. This
will enable ongoing communication between the infant’s parent and the staff, including the cook.

184 Education and Early Childhood Development

 Infant Feeding Plan
Name of child: Date of birth: Age at enrollment:

Does your child currently Feeding method: Special instructions

consume: □ Breastfed This can include: breast milk
□ Breast milk* □ Bottle or formula storage and supply,
□ Formula □ Spoon food allergies, religious/
□ Solid foods** □ Cup cultural food requests, food
□ Cows’ milk (3.25% milk fat) requests related to medical
Feeding abilities: conditions. This can also
Solid foods that have been (e.g. fed by caregiver, self- include whether the infant will
introduced: feed with fingers, spoon consume food from home at
and/or fork) the parents’/guardians’
request, or consume food
served in the facility.

Textures: (e.g. pureed,

minced, diced)

*ELC facilities welcome mothers to breastfeed anywhere in the centre or home. Ongoing
communication between staff and the parent will occur to make sure there is an adequate
supply of breast milk at the facility. No other form of nutrition will be provided unless instructed
by the parent.

**It is important that infants receive nutrient dense, iron containing foods at 6 months of age.
This may include foods from the Meat and Alternative group such as meats, fish, poultry, eggs,
tofu and well-cooked legumes.

For more information:

Breastfeeding your Baby (Storing and thawing breast milk sections)

How to feed your baby with infant formula – www2.gnb.ca/content/dam/gnb/Departments/h-

s/pdf/en/HealthyPeople/BFI/InfantFormula.pdf
 
Breastfeeding Friendly Places Initiative

Reference:
Government of Nova Scotia. Manual for Food and Nutrition in Regulated Child Care Settings.
2011. Available at: https://www.novascotia.ca/coms/families/provider/documents/Manual-
Food_and_Nutrition.pdf. Accessed January 26, 2018.

Operator Manual - Early Learning and Childcare Homes 185

Appendix 35 - CHEFS! Toolkit

Early Learning and Childcare Facility

CHEFS! Toolkit

CHEFS! Is a toolkit that helps you teach children and youth about healthy eating and physical
activity while they learn the fun of cooking. These are tools to help them be their best selves!

This toolkit was developed as a way for organizations to deliver interactive, thought–stimulating,
and engaging opportunities around food and cooking. CHEFS! can be led by facilitators with
little or no experience, and includes 90–minute sessions designed with children and youth aged
8 to 12 years in mind.

Upon completion of the sessions contained in this toolkit, participants will have learned basic
cooking skills, practiced handling and storing food safely, and discovered the benefits of healthy
eating and physical activity.

Learning is achieved through hands–on activities, games, and sharing delicious, healthy foods
prepared by the kids themselves.

For further information on the CHEFS! Toolkit refer to the links below:

Introduction – How to use the toolkit

Theme 1 – Becoming a chef

Theme 2 – Keeping food safe

Theme 3 – Healthy eating

Theme 4 – All about nutrients

Theme 5 – Be active

186 Education and Early Childhood Development

Policies, standards and guidelines

Operator Manual - Early Learning and Childcare Homes 187

Appendix 36 - Public Health Inspection Standards

For Public Health Inspection Standards, click the link below:

Health Inspection Standards for Early Learning and Childcare Centres*

Operator Manual - Early Learning and Childcare Homes 189

Appendix 37 - Guidelines for the Prevention and Control of
Communicable Diseases in Early Learning
and Childcare (ELC) Facilities

For the guidelines on the Prevention and Control of Communicable Diseases in Early Learning and
Childcare (ELC) Facilities, see the link below:

Guidelines for the Prevention and Control of Communicable Diseases in Early

Learning and Childcare (ELC) Facilities*

April 2024

Full-time and Part-time Early Learning and Childcare Centres 217