Physical Environment
Learning Objectives
- Explain the theoretical foundations of program policies regarding physical environment using knowledge about child development and learning including variations in beliefs about children’s development and behavioral norms as a function of community and cultural contexts. (NAEYC standard 1c; MA Core Competency 7.A.1 @ mid-level & 7.A.3 @ initial level)
- Compare exemplary program practices as defined by NAEYC to those observed or reported a EEC licensed program in the areas of physical environment (Area 3 of the EEC Program Standards), noting areas of strength and identifying areas for improvement, making explicit suggestions for how to implement improvements. (MA Core Competency 8.A.4 @ mid-level, 8.D.13 & 7.C.7 @ initial level)
- Analyze the skills of an effective administrator in the areas of: developmentally appropriate curriculum design and implementation, hiring, supervising, mentoring, recordkeeping and reporting. (MA Core Competency 7.A.2 & 7.C.7 @ initial level; 7.A.2 & 7.D. 10@ Advanced level)
- Use effective oral and written communication, and non-verbal and listening skills. (MA Core Competency 8.B.7 @ initial level)
Overview
The quality of a childcare program is important. Many studies show the benefits for children which include:
- Children who are in high-quality child care display better social emotional and language development, school readiness, and early school achievement. Children who receive high-quality care are more likely to graduate from High School, go to college, and be prepared to enter workforce. For more details read Why is Quality Child Care Important for School Readiness? (The Children’s Cabinet, n.d.)
- Participation in high-quality child care is a way to close the achievement gap between children of different economic backgrounds. [FPG Child Development Institute. (2007). Poverty and early childhood intervention. (FPG Snapshot No. 42). Chapel Hill, NC: FPG Child Development Institute.]
- The National Association for the Education of Young Children (NAEYC) helps families find the best possible early childhood experience for their children. Nationally accredited programs meet NAEYC’s 10 standards for high-quality early childhood education. These programs demonstrated they provide a safe and healthy environment for children, employ teachers who are well-trained, provide access to excellent teaching materials, and use a curriculum that is appropriately challenging and developmentally sound. In your previous course, ECPK 420, you used the NAEYC accreditation standards to evaluate classrooms.
In Childcare Programming, Administration, and Supervision you will bridge the minimal standards of licensing and the NAEYC national standards by using the Early Childhood Program Standards as a guide for determining the quality of the program you are working in for your fieldwork (either ECPK 481 or ECPK 492). The standards in this document were developed to align with the NAEYC accreditation process and meet or exceed the licensing standards. The Early Childhood Program Standards are in a checklist format to facilitate evaluation.
See the bridge from the leader’s point of view
The leader for guiding the program over the bridge of quality is the program administrator. They are the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. You may hear an administrator could have a variety of labels such as: director, site manager, administrator, program manager, early childhood coordinator, and principal. Functions of the program administrator include the following:
- Creating a learning community of children and adults that promotes optimal child development and healthy families
- Establishing systems for smooth program functioning and managing staff to carry out the mission of the program; planning and budgeting the program’s fiscal resources; managing organizational change and establishing systems to monitor and evaluate organizational performance
- Recruiting, selecting, and orienting personnel; overseeing systems for the supervision, retention, and professional development of staff that affirm program values and promote a shared vision
- Establishing partnerships with program staff, family members, board members, community representatives, civic leaders, and other stakeholders to design and improve services for children and their families
- Taking action and encouraging others to work on behalf of high quality services that meet the needs of children and their families
In this chapter, we will explore one area that contributes to creating a learning community of children and adults that promotes optimal child development, the physical environment. The NAEYC Program Administrator Definition and Competencies (2007) describe the skills needed to be an effective administrator.[1] The fifth core competency under (A) Management Knowledge and Skills is program operations and facilities management. The specific skills here are:
- Knowledge and application of policies and procedures that meet state and local regulations as well as professional standards pertaining to the health and safety of young children
- Knowledge of nutritional and health requirements for food service
- The ability to design and plan the effective use of space based on principles of environmental psychology and child development
- Knowledge of playground safety design and practice
What aspects of the physical environment do I look at?
As a future administrator, you will need to know what a high quality physical environment should include and what areas of the environment to consider. You will examine the outdoor environment, indoor environment, and the indoor programming. To begin:
- Read 7.07 in the licensing regulations beginning on page 31 in the downloaded PDF file.
- Read Area 3: Physical Environment (pages 13-17) and Appendices A & B in Massachusetts Department of Education. (2003, April). Early Childhood Program Standards For Three and Four Year Olds Early Childhood. Malden, MA: Author.
- Review pages 79-94 of NAEYC Early Childhood Program Standards and Accreditation Criteria & Guidance for Assessment – Physical Environment Section, noting the new criteria.
Action Plan
During the semester, you will complete a portfolio in which you will answer:
- How does the program where you are teaching support developmentally appropriate practices through policies and procedures?
- Why is it essential to develop and execute policies and procedures for the physical environment; health and safety; food service and nutrition; group size and ratio; administration and supervision; and family involvement?
The portfolio includes evidence from your program. The list below is the evidence you will need to complete the portfolio. Please note, that I am the ONLY person to see your program documents. The portfolio is returned at the end of the semester and will include the original documents. To complete the portfolio, collect evidence to illustrate the quality level of your field placement program.
- Family Handbook
- Employee Handbook or personnel policies listed below
- Orientation policy, procedures, and checklist
- Job Descriptions
- Salary Scale
- Regularly scheduled staff meetings
- Vacation and Break Policy
- Health Care Policy
- Documents or Forms[2]
- Outdoor Sketch from EEC Licensing
- Indoor Sketch from EEC Licensing
- Pest Management Policy
- Copy or photo of Building Inspection(s) AND a photo of where it is posted
- Copy or photo Lead Paint Certification AND a photo of where it is posted
- Copy or photo ADA Certificate AND a photo of where it is posted
- Child’s File Checklist (No Names)
- Staff File Checklist (No Names)
- Veterinary Records for Pet(s) if applicable
- CPR And FIRST AID Training Cards (either yours or your site supervisor)
- Compliance with The Department of Public Health Sanitation Regulations or Food Service Permit, if applicable
- Record of Daily Sanitation Procedures
- Record of Daily Safety Checks
- Record of Emergency Drills
- Family Newsletters
- Web Site Information (likely a screenshot)
- Completed Daily Notes (no names)
- Developmental History Form (no names)
- Child progress report (no names)
- Staff meeting agendas or minutes
- Annual performance appraisal form
- Written feedback or supervisor notes regarding oral feedback
- Individual Professional Development Plan
- Staffing Plan
- Staff Schedule
- Interagency Agreements, if applicable
When writing the draft about the physical environment; you will compare evidence from the program with actual practice. Additional evidence that you may include would be:
- Photos with captions to document how the program provides opportunities for:
- Rest or sleep
- Eating
- Photos of playground with captions
- HINT When writing captions use page 13 of the Standards book
- Photos of classroom
- HINT When writing captions use pages 14–17
Photos
Photographs do not have to include children. Here are some of the features to photograph:
• Storage of cots or mats as well as how they are set up for rest or sleep
• The tables set-up for eating
• Photos of playground (use page 13 of the Program Standards book)
• Photos of classroom interest centers and physical features (use pages 14–17 of the Program Standards for captions)
• Kitchen and food storage
• Family bulletin board
• Posted announcements about professional development opportunities (e.g., workshops, scholarships, wage enhancement initiatives)
Why is Program Standards Area 3: PHYSICAL ENVIRONMENT essential to quality education and care?
To prepare for writing the first section of the portfolio narrative on physical environment; read or skim the articles below. As you read, consider how the indoor and outdoor space are developmentally appropriate and inclusive of all children. How does the physical environment support all developmental domains (cognitive, social, emotional, and physical)? How does the environment support the 2005 National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct and Statement of Commitment ideals and principles? For example, think about Principle 1.1—Above all, we shall not harm children. We shall not participate in practices that are emotionally damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to children (p.3).
- White, R. & Stoecklin, V. (2003) The Great 35 Square Foot Myth White Hutchinson Leisure & Learning Group
- U.S. Consumer Product Safety Commission. (2010) Handbook for Public Playground Safety. Bethesda, MD: Author.
- Wardle, F. (2011). Creating Indoor Environments for Young Children. Community Playthings Website.
- Community Playthings, Chair and Table Height Guidelines.
Review what you learned
During this portion of the course we focused on the Physical Environment. You were able to:
Regulations Reflection
Read the Massachusetts Department of Early Education and Care. (2010). Standards For The Licensure Or Approval Of Family Child Care; Small Group And School Age And Large Group And School Age Child Care Programs most commonly referred to as the Regulations (Regs) and complete the chart:
Searching the Early Childhood Program Standards
Match the concept with the area from the Early Childhood Program Standards For Three and Four Year Olds Early Childhood that covers it. For example, Universal Precautions is covered in Area 7: Health and Safety
___ 1. Interactions between and with children and staff
___ 2. Administration
___ 3. Nutrition and Food Service
___ 4. Health and Safety
___ 5. Staff Qualifications and Staff Development
___ 6. Family Involvement
___ 7. Physical Environment
a. Children are protected from abuse and neglect while in the care or custody of the program.
b. Staff and parents share partnering ideas for promoting children’s healthy development and learning at home.
c. Staff provides guidance to assist children to solve problems and make decisions.
d. The recruitment process may include canvassing the local community, use of news releases and advertising, and use of family referrals and referrals from other public and private agencies.
e. Meal and snack times are social and provide learning experiences for children.
f. The program provides an adequate variety of play materials and equipment for the group size.
g. Student interns/volunteers under age 17 do not have unmonitored contact with children at any time.
Playground Safety Quiz
1. To plan safe activities and prevent child injuries, a safety – minded teacher must be aware of age appropriate behavior and: ________________________
A. Construction materials used for each play apparatus
B. Characteristics behaviors of individual children
C. Proximity of sharp or dangerous objects
D. Liability limits of the facility’s insurance policy
2. One of the most dangerous types of accidents for infants is to:
A. Ingest some household cleaning product that is toxic
B. Touch and receive a serious burn from a heated surface
C. Suffocate while on their stomachs from a surface that is to soft
D. Fall off or out of play apparatus
3. Which of the following is NOT a basic rule for keeping children safe?
A. Count the children whenever you move to a new area.
B. Check IDs of unfamiliar people at dismissal.
C. Give children foods that fit in a choking tube 
D. Plan at least one fire drill per day
4. All of the following activities would be safe for toddlers, EXCEPT:
A. Playing dodge ball
B. Participating in musical chairs
C. Blowing and watching soap bubbles
D. Building sand castles.
5. All playground equipment is broken down into age groups: These groups are:
A. 2-5yearolds, 5-12yearolds, and 13-17yearolds
B. 2-5yearolds and 5-12yearolds
C. 6months-23months, 2-5yearolds and 5-12yearolds
D. 0-23months, 2-5yearolds, 5-12yearolds and 13-13 year olds.
6. Teachers should have a plan of action and practice emergency drills for the playground:
A. True
B. False
7. The number one cause of DEATH on the playground is due to:
A. Falls
B. Entanglement
C. Head Entrapment
D. Slips and Falls
8. Which of the following should be allowed activities outdoors?
A. Snow tunneling
B. Sledding
C. Snowball fights
D. None of the above
9. When an incident or injury occurs on the playground, who should be responsible for completing the incident form?
A. Teacher who viewed the incident.
B. Any teacher from the school.
C. The program administrator
D. Both A and C
10. Teachers should have items with them on the playground to assist them in a fanny pack or other container. These items include:
A. A means of contacting assistance
B. Sunscreen and sunglasses
C. Whistle or bull horn to quickly reach the student’s attention.
D. All of the above
11. Teachers should each have a designated zone to ensure that all students are visible to a supervisor and high volume play areas are properly covered.
A. True
B. False
Physical Environment Narrative Draft
Each portfolio “chapter” 3 sections. The sections are
A. Why is Program Standards Area 3: PHYSICAL ENVIRONMENT essential to quality education and care?
My understanding of how PHYSICAL ENVIRONMENT relates to program quality – restate and expand upon the “Purpose” written in the Program Standards under the Area heading. Include a thorough discussion of how this category reflects best practices and contributes to overall program quality. How do children and families benefit from a high quality physical environment?
B. Your interpretation of the evidence where you compare your classroom and program to the program policies.
How does the evidence you collected from the childcare program compare with the actual practices observed in your classroom? How does the evidence collected from the childcare program compare with the Physical Environment standards on pages 13-17 of the Early Childhood Program Standards For Three and Four Year Olds Early Childhood?Are the policies implemented in the classroom in which you are working? Interpret the evidence collected, clearly and explicitly using the standards. Make sure to distinguish between examples and evidence that has a major impact on program quality from those which are minor imperfections.
Give specific examples you have observed and reference the evidence you collected. Discuss fully how the program polices are implemented in the classroom. Write about the outdoor environment, indoor environment, and the indoor programming. Summarizes the evidence in all of the sub-areas of the standard. Organize your discussion in 3 parts:
Sub-Area 3-1. Outdoor Design (Discuss criteria under A, page 13)
• The OUTDOOR PLAY AREA is safely maintained and encourages play and learning
Sub-Area 3-2. Indoor Design (Discuss criteria under B and E to L, pages 14-17)
• The INDOOR ENVIRONMENT is safely maintained and encourages play and learning
• There are REST OR SLEEP periods
• There are appropriate EATING AREAS
• The ENVIRONMENT protects the health and safety of children
• BATHROOMS meet the needs of children
• There is regular INSPECTION of the building(s)
• The program is in compliance with LEAD PAINT requirements
• There is physical ACCESS FOR PERSONS WITH DISABILITIES
Sub-Area 3-3. Indoor Programming (Discuss criteria under C & D, page 14)
• There is a defined CLASSROOM ARRANGEMENT that offers appropriate play and storage areas
• There are a variety of MATERIALS AND EQUIPMENT that are safely maintained
C. Reflect on the effectiveness of the program what are your summative reflections, relative to PHYSICAL ENVIRONMENT – overall, how well do you see the program and your classroom doing in this area of program quality?
In your opinion, is the program and your classroom particularly strong in some aspect of this standards area? Are there “next steps” that you would recommend to make the program and your classroom even stronger in this standards area? If you have unlimited resources, what might you recommend? Include detailed conclusions that draw upon a range of indicators and are richly supported by the evidence. Highlight exemplary practices within the program as well as identifying areas that could use improvement, and make explicit suggestions for how to implement improvements.
PHYSICAL ENVIRONMENT SAMPLE
Why is Program Standards Area 3: PHYSICAL ENVIRONMENT essential to quality education and care?
My understanding of how physical environment relates to program quality is that the indoor and outdoor spaces are of the most importance and help the child’s development. Well-designed indoor and outdoor spaces can promote social and emotional development. By the children being comfortable to play alongside peers and showing empathy towards other children, they are showing that they are cared for and they feel safe to express their emotions, which in turn builds their confidence. Indoor and outdoor spaces also promote fine and gross motor skills. When children have positive motor experiences they are more likely to enjoy activity later on in life, also by providing a variety of motor experiences it will accommodate children’s skills, individual interests, and abilities, along with fine and gross motor skills continuously.
To develop cognitive skills, we rotate materials monthly. We have a closet with an large assortment of toys. When children use materials such as toys and puzzles they develop cognitive skills. When I observe that the toys are not challenging the children; I introduce new toys that will push them to think about what to do with that toy and how it works, and what else they could use it for. This allows children to experiment with a variety of problem solving strategies.
Interpretation How does your classroom and program comply with the Program Standards in Area 3: PHYSICAL ENVIRONMENT?
Outdoor Design
The outdoor design was inviting as well. The outside playground is separated into two areas; one area for the infants and toddlers and one area for the preschoolers. (See Evidence # __ Outdoor Sketch from EEC Licensing). Both areas are fenced in for safety. (See Evidence # __ photo with caption) On the toddler side, there is a sufficient amount of space for the children to run and get all their energy out. The space consists of a large turf area, a cemented area, and a sand area. There is a large sandbox in the sand area with a variety of sand toys. The cemented area is designated for the cars and bikes. On the turf area, there is a caterpillar that the children are able to crawl through or climb on. This is a great piece of equipment for gross motor activity. Along with the caterpillar, there are three soft climbing structures that the children can climb and balance on. There are two playhouses and one play boat. Also on the turf, there is a see saw and a rocking horse. (See Evidence # __ photo with caption). On the cement there is a bin that has a variety of small toys that can be used both indoors and outdoors including; puzzles, books, small blocks, pull toys, etc. There is a large water table that the children use in the warmer weather and stored underneath the water table are large waffle blocks. There is also an area with a tarp to provide shade during hot summer days or to prevent wind on the cooler days. Underneath the tarp, there are two child size picnic tables. (See Evidence # __ photo with caption). On warmer days, the children can sit under the tarp and have their afternoon snack. The materials and equipment provided on the toddler playground meet the program standards on many different areas. The play equipment is sufficient in quantity and age appropriate. The space is free from hazards and any foreign materials and objects. There is enough equipment to encourage active play and quiet play and all areas are visible to staff members at all times.
Indoor Design
When looking at the physical environment of the toddler classroom, it was both bright and welcoming. The walls are a subtle pink and yellow with fun Sesame Street characters painted on them. There is much natural light coming from both the window and the door. The classroom is setup with different areas that offered children a variety of materials to support their play and learning. (See Evidence # __ photo with caption). All shelving units are low to allow for independent access. The classroom is small, but program has made great use of the space. Although, the classroom does appear to be small, the dimensions prove that it is big enough for the amount of children and age group. (See Evidence # __ Indoor Sketch from EEC Licensing). The areas are clearly defined and the space is arranged for clear pathways from one area to the next. The noisier areas are somewhat separated from the quieter areas, but given the size of the room it’s not quite as separated, as it should be. Each child has their own individual coat hook and cubby for their personal belongings. (See Evidence # __ photo with caption). The teachers are also provided with a cabinet high up on the wall out of reach from the children for their personal belongings. Children are able to access their cubby and their coat hook independently, as it is at their eye level. Due to the size of the classroom, there is not much space to subdivide the areas to allow for children to play in small groups, large groups or independently, therefore, on some occasions, the children might get in the way of each other on the carpet.
Due to the room size, there is one table that has multiple purposes, one of them being the eating area. This table is large enough to fit eight children. It is lower to the ground so it is at the children’s level as well as the child size chairs. (See Evidence # __ photo with caption). The classroom is licensed for eight children; therefore, there is always plenty of space at the table to accommodate all eight children without it being crowded. The utensils provided every day for breakfast and lunch are in good condition and are cleaned and sanitized daily. The cook provides each classroom with different sized forks and spoons so teachers can give each child a developmentally appropriate utensil. (See Evidence # __ photo with caption). Because this table is used for multiple purposes, it is cleaned with warm soapy water and bleached about 10 minutes prior to mealtimes to make sure that it is properly disinfected before the children eat.
There are two bathrooms for all of the children in the program that is located out in the main area of the building. One bathroom is for girls and the other bathroom is for boys. (See Evidence # __ photo with caption). Each bathroom has two child size toilets that are separated with a divider in between to allow for privacy. There are two sinks located directly outside of the bathroom. The sinks are controlled by a sensor at which they turn on when the child puts their hands under the faucet. The sinks control the water at a cool temperature to prevent children from burning themselves.
The resting period in the toddler room is usually about one hour to two hours each day. The program provides a blanket and separate cot for each child. (See Evidence # __ photo with caption). Children are also allowed to bring a blanket from home, a binky, and a stuffed animal to sleep with. These personal belongings are labeled and kept in the child’s cubby. Each cot is labeled with a shape and on the wall there is a cot list that has a child’s name near each shape. This is a simpler way to label cots without having to change the names on the cots if the child leaves the program or moves to preschool. Each blanket is labeled with a shape to go along with the cot. Cots are cleaned every Friday with soapy water and then bleached. If a cot is broken or not in good condition, it is sent to the main office and they send the program a new cot for the classroom. The cots are at least a minimum of two feet apart when placed down for naptime and all cots are visible to teachers. The program does not under any circumstances, unless specified by a child’s IEP use a restraint on children during naptime (See Evidence # __).
The overall environment protects the health and safety of children. All rooms are well lighted with both lights and natural light and they are ventilated. All electrical outlets are child proof and are high up on the wall so they are out of reach from the children. (See Evidence # __ photo with caption). The building is well maintained. There are building maintenance workers who make weekly rounds to check on the building and make sure that nothing needs to be repaired. They come on the weekends, when the center is closed, to do any of the repairs needed. Classrooms are cleaned throughout the day and it is required that teachers do a complete cleaning once the room is closed for the day. (See Evidence # __ Cleaning List). All cleaning materials are located in a closet that can only be accessed from outside of the building. (See Evidence # __ photo with caption). This door remains locked. If the materials are not in the closet, they are located in the kitchen, which the children do not have access too. Administrative duties as well as conferences or meetings take place either in the office or in the teacher’s room. They are always kept separate room the children’s play area. The program meets the current state and local building codes and there is a regular inspection of the building. (See Evidence # __ Certificate of Inspection). Along with regular inspections of the building to assure that the building is safe, the program is also in compliance with lead paint requirements. (See Evidence # __ Lead Paint Letter from Board of Health). Also, to ensure the safety of the children, the program has developed a pest management policy to reduce the risk of exposure to pesticides. (See Evidence # __ Front page of Pest Management Policy).
Indoor Programming
There are a variety of materials within the classroom that encourage learning through play and provide opportunities for development in many different areas. (See Evidence # __ photo with caption). In the dramatic play area, there is a toy refrigerator, oven, stove, table and chairs, and a variety of dress up clothes. Along with that, there are baby dolls, a crib, doll clothes, and baby carriers. In the block area, there are soft blocks, Legos, cars, tools, people, etc. Near the art easel, there are crayons, paper, markers, and playdough. There is a library area that is filled with books for the children to look at independently or with someone. In the manipulative area, there are pegs and pegboards, lacing beads, shape sorters, links, stacking toys, and puzzles. Music and movement is also encouraged with a small music area including a variety instruments and drums.
Summative reflections about the PHYSICAL ENVIRONMENT
Overall, the program has several exemplary practices, which make it a high quality center. It was developed with the children in mind and in turn is a rich and positive environment designed for learning. From the outdoor play area to well-designed indoor environment, the program exceeds the requirements of the program standards. The playground is large with a variety of toys and equipment for the children to engage in gross motor activity. The indoor environment is well stocked with learning materials and activities that focus on all the developmental areas to provide the children with the best learning experiences. The program has developed a safe and secure environment for the children and has exceeded in doing so.
Although, I believe my program does very well with meeting the requirements under the Program Standards for physical environment, there are several things that I would add or revise if I had the opportunity. First off, I would love if the room were a little bigger because it can sometimes feel very crowded with eight children and two teachers. Unfortunately, the younger toddler room and the older toddler room are adjoined and only separated by a gate. I would love to rearrange the entire setup so that the older toddler room is not set in the back where parents do not often get to see many of the displays and accomplishments of the children. In the morning the children are dropped off in the younger toddler room and at the end of the day they are picked up in the younger toddler room. Parents do not often get to see the older room. Another problem with this is it can be challenging to do activities such as circle while the other classroom is engaging in another activity. I would prefer that a door separate the classrooms so the room is still accessible to each other but there is some sort of privacy between the two.
There is only one changing table, shared by both rooms and it is located in the younger room. I would love to add a changing table for the older toddlers because it would be much more convenient and easier on the other teacher because when one teacher is changing she has to leave the classroom for a minute and it leaves the other teacher with up to 7 children. I would also love to add a child size sink in the classroom. Unfortunately, the younger toddler room is the only room with a child size sink, so when the children need to wash their hands they need to go over to that classroom and although it is adjoined, it’s just not convenient. If I could build the cots into the wall, I absolutely would, for several reasons. The children love to climb the cots and it can often become a safety issue. Also, it takes up a good amount of space in the already small classroom.
Conclusion
After reading the articles and documents offered in the chapter and completing some or all of the exercises, you should be able to:
- Explain the theoretical foundations of program policies regarding physical environment using the best practices found in NAEYC publications, in the White and Stoecklin article, and in the Children’s Cabinet report.
- Compare exemplary program practices as defined by NAEYC to those observed or reported a EEC licensed program in the areas of physical environment as reflected in your narrative draft.
- Analyze the skills of an effective administrator in the area of developmentally appropriate curriculum design and supervising as reflected in your narrative draft.
- Use effective oral and written communication, and non-verbal and listening skills as seen in your participation in discussions and in assignments submitted.
- National Association for the Education of Young Children. (2007). Program Administrator Definition and Competencies. Washington, DC: Author available at: https://www.naeyc.org/academy/files/academy/ProgramAdminDefinitionCompetencies.pdf ↵
- If you or the Program Administrator have any questions about forms, please refer to the EEC Licensing Forms for Group and School Age Child Care Programs website. ↵
