LCA Childcare/Community Care cheat sheet

Developmental domains: physical (gross and fine motor), cognitive, language, social-emotional, and adaptive/self-help; growth in one domain influences the others.

Piaget's stages: sensorimotor (birth–2 yrs, learning through senses and movement, object permanence), preoperational (2–7 yrs, symbolic play, egocentric thinking), concrete operational (7–11 yrs, logical thought about concrete objects), formal operational (11+ yrs, abstract reasoning).

Erikson's early psychosocial stages: trust vs. mistrust (infancy), autonomy vs. shame/doubt (1–3 yrs), initiative vs. guilt (3–6 yrs), industry vs. inferiority (6–12 yrs).

Vygotsky: zone of proximal development is the gap between what a child can do alone and with adult or peer support; scaffolding means temporary, gradually withdrawn assistance.

Language milestones: cooing by 2 months, babbling by 6 months, first words around 12 months, two-word phrases around 18–24 months, ~50 words by 18 months, sentences of 3+ words by 3 years.

Motor milestones: sits unsupported ~6–8 months, crawls ~9 months, walks independently ~12–15 months, stacks two blocks ~15 months, pedals a tricycle ~3 years.

Maslow's hierarchy (physiological, safety, belonging, esteem, self-actualization) predicts that unmet basic needs block readiness to learn.

Bowlby and Ainsworth attachment theory: secure attachment forms through consistent, responsive caregiving; separation anxiety peaks around 8–18 months and stranger anxiety around 6–12 months.

Play stages: solitary, parallel (side-by-side without interaction), associative (sharing materials, loosely organized), cooperative (shared goal and roles); parallel play is typical of toddlers.

Handwashing is required before food handling, after toileting or diapering, after wiping noses, and after contact with body fluids; use soap and running water for at least 20 seconds.

Standard precautions: treat all blood and body fluids as infectious; wear gloves, use a barrier for CPR, and disinfect surfaces with an EPA-registered product following label contact time.

Diapering sequence: prepare supplies, don gloves, clean the child front to back, remove and bag the soiled diaper, wash the child's hands and your own, disinfect the changing surface.

Exclusion criteria commonly include: fever with behavior change, vomiting or diarrhea, contagious rash, untreated infection, and inability to participate in activities.

Choking hazards for children under 4: whole grapes, nuts, popcorn, hard candy, hot dogs, raw carrots, and small round objects; cut food into small pieces and supervise eating while seated.

Safe sleep for infants: place on the back, on a firm flat surface, with no loose bedding, pillows, or toys; room-sharing without bed-sharing is recommended.

Food safety: keep hot foods above 140°F (60°C) and cold foods below 40°F (4°C); refrigerate perishables within 2 hours; do not serve unpasteurized juice or honey to infants under 12 months.

Emergency preparedness: post evacuation routes and emergency numbers, keep first aid kits stocked and accessible, and document monthly fire drills and injury reports.

SIDS risk reduction and injury prevention (safe sleep, car seat use, water supervision, poison storage) are core health-safety curriculum topics for families.

Observation methods: running record (narrative, sequential), anecdotal record (brief, focused on a specific event), time sampling (recording behavior at set intervals), event sampling (recording every occurrence of a target behavior), and checklist or rating scale.

A running record captures everything observed in sequence without interpretation; an anecdotal record is a short, factual snapshot tied to one incident.

Objective documentation describes observable, measurable behavior ("Mia stacked four blocks") rather than judgments ("Mia is good at building").

A portfolio is a purposeful collection of a child's work and observations over time, used to show growth and to inform planning and family conferences.

Screening tools identify children who may need further evaluation; they are not diagnostic. Diagnosis requires qualified professionals and parental consent.

Developmental checklists and rating scales should be aligned to established milestones (e.g., state early learning standards) and used to plan next steps, not to label children.

Confidentiality: observation records and assessment data are kept secure and shared only with authorized staff and the child's family; parental consent is required for referral to outside services.

Documentation should be dated, include context (time, setting, participants), and be reviewed regularly to identify patterns and plan individualized support.

Developmentally appropriate practice (DAP) has three core considerations: what is known about child development and learning, what is known about each individual child, and knowledge of each child's social and cultural context.

DAP requires both age-appropriate expectations and individual appropriateness; activities should be challenging but achievable with support.

Play-based, child-initiated learning with teacher scaffolding is the primary vehicle for early learning; direct instruction is used selectively and briefly.

Curriculum domains (language and literacy, math, science, social studies, creative arts, physical, social-emotional) should be integrated into daily routines and learning centers.

Learning centers (blocks, dramatic play, sensory, art, library, manipulatives) support choice, independence, and small-group interaction; materials should be rotated and accessible at child height.

Emergent literacy components: phonological awareness, print awareness, vocabulary, narrative skills, and letter knowledge; shared reading and rhyming build these.

Emergent math: one-to-one correspondence, counting with meaning, sorting, patterning, shape and spatial awareness, and comparison of quantity.

Schedules should balance active and quiet, indoor and outdoor, individual and group, and child-initiated and teacher-directed activities; transitions are planned and signaled.

Observation and assessment data should drive curriculum planning (emergent curriculum), and adaptations should be made for children with diverse needs and learning styles.

Family engagement practices: daily communication, family conferences, newsletters, volunteer opportunities, family nights, and home visits when policy permits.

Communication should be two-way, respectful, culturally responsive, and available in the family's preferred language when possible.

Family conferences should be planned, private, strengths-based, and focused on shared goals; use documentation and examples of the child's work to support discussion.

Cultural competence: recognize that child-rearing practices, communication styles, and expectations vary by culture; avoid deficit thinking about families.

Family involvement is linked to improved attendance, school readiness, and social-emotional outcomes, so programs should remove barriers (scheduling, transportation, language).

Community resources to connect families with: early intervention (IDEA Part C for under 3, Part B for 3–5), health clinics, food assistance, housing support, and mental health services.

Confidentiality and consent: share information about a child only with authorized persons and with written parental permission for outside referrals.

Family partnerships should be documented (communication logs, conference notes) and used to inform individualized planning and program improvement.

Mandated reporting: childcare professionals are legally required to report suspected child abuse or neglect to the designated child protective agency; reporting in good faith is protected by law.

Signs of possible abuse: unexplained injuries, injuries in various healing stages, fear of a specific person, flinching, regression, sexual knowledge inappropriate for age, or sudden behavior changes.

Neglect indicators include unmet basic needs, poor hygiene, unattended medical needs, chronic hunger, and frequent unexplained absences.

Confidentiality rules: do not discuss a child or family outside authorized settings; do not post identifying photos or information on social media without written consent.

Ethical conduct: maintain professional boundaries, avoid dual relationships, follow program policies, and use the profession's code of ethics (e.g., NAEYC Code of Ethical Conduct) to guide decisions.

Supervision ratios and group sizes are set by state licensing rules; staff must remain within sight and sound of children at all times and never leave children unsupervised.

Licensing compliance includes recordkeeping: immunization records, emergency contacts, medication authorization forms, incident reports, and staff background checks and training.

Personal conduct: model appropriate language and behavior, avoid physical punishment, and report suspected policy violations through the proper chain of command.

Professional development: maintain required clock hours, first aid/CPR certification, and continuing education to keep practice current and license-compliant.

Inclusion means children with disabilities participate in the same settings, routines, and activities as peers, with individualized supports and accommodations as needed.

Least restrictive environment (LRE) and natural environments are legal principles: children receive services in typical settings with peers whenever appropriate.

Individualized Family Service Plan (IFSP) applies to children under 3 under IDEA Part C and is family-focused; the Individualized Education Program (IEP) applies to children 3–21 under IDEA Part B.

Universal design for learning (UDL): provide multiple means of representation, engagement, and expression so all children can access learning.

Accommodations examples: visual schedules, picture communication boards, adaptive seating, large-grip materials, sensory breaks, and modified transitions.

Early intervention is most effective when begun early; refer families to evaluation when developmental concerns are observed, with parental consent and in coordination with the family.

Community care partnerships: coordinate with health providers, early intervention agencies, social services, and disability advocacy organizations to support children and families.

Inclusive environments require accessible physical space (ramps, wide pathways, accessible bathrooms) and materials that reflect diverse abilities, cultures, and family structures.

Behavior support should be positive and proactive: identify triggers, teach replacement skills, and use visual cues and predictable routines rather than punitive measures.