Activity 2.3 | Childcare Licencing Regulations

As leaders working alongside children and families, you will be required to make daily decisions that influence children's safety. 

Explore the following three ethical decision-making scenarios:

Case Study One

As the manager of a childcare centre, you receive a report from a parent that the centre seems over ratio when they pick their child up. You connect with the staff who work later in the day and they report that another staff member consistently leaves early. This leaves the centre out of ratio for at least half an hour at the end of the day. The educator expresses serious concern for the children’s safety and suggests the issue should be reported to child care licensing. They said it has been happening for weeks and felt scared to speak up. The staff member in question is highly experienced and well-liked by families and staff, they felt reporting the issue might damage the centre’s reputation or create tension within the team.

• You have the responsibility and obligation to uphold safety and licensing regulations. 
• How will you address this with families? With staff? With licensing?  
• How do you balance the ethical duty to protect children with the potential impact on your staff and centre?

Case Study Two

An educator named Sarah was frustrated when a child, Max, repeatedly ignored instructions to come to the table for a snack. To address the behaviour, Sarah decided to withhold a treat from Max’s lunch. Max had been eagerly looking forward to this treat since his mom told him about it. Sarah informed Max that he would not be receiving the treat because he had not come to the table.

Read Section 41 of the Government of British Columbia's (2007), Child Care Licensing Regulation and consider: 

• How will you ensure that food is not used as a reward or a punishment in any way? 
• What policies are necessary to ensure that families and educators understand that food cannot be used as a punishment or reward in childcare? 
• How might you approach this educator and open up a discussion about guidance practices and policies at your centre? 

Case Study Three

Emma was repeatedly hitting her peer throughout the morning. A new sub at the centre named Sarah who is a new educator and is not familiar with your policies, decided to put Emma in a "time-out". She lightly tugged at Emma's arm and directed her to a small chair placed through a baby gate and down the hall near the bathroom away from the other children. Emma was left crying in the chair for 10 minutes before you arrived. 

Read Section 52 and consider:

• How will you ensure that guidance is respectful and caring towards children? 
• What are your next steps with Emma? With Sarah? With the family? With licensing? 
• What defines confinement or physical restraint in a childcare context? 
• How will you ensure that children are respected and not belittled or humiliated? 

Reference

Government of British Columbia. (2007). Child Care Licensing Regulation, B.C. Reg. 332/2007. https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/332_2007