PDC Review - Fall 2006

FFN Curriculum Guidelines

FFN friendly guidelines

Developed by the FFN Curriculum workgroup 9/05

FFN Guidelines for Curriculum

Through the work of this committee and specifically the subgroup that is working on professional development, we have generated ideas for presenting and reviewing curriculum for FFN providers.

This information is in two categories, the first (Part I) being how to approach and encourage the provider’s learning. The second (Part II) is ideas on how to impart the information to the provider. 

Part I:

1. Terminology, think about the use of your words? Are you using language that makes sense? Is it language that translates well to other languages? Is it language that is intimidating or maybe only familiar to those in our field?
2. Begin with one on one support, if possible
3. Provide opportunities for networking, whether this is in organized sessions or a mentoring or coaching environment
4. Begin workshops or home visits with questions to the provider, “What do you already know about caring for children?” “What do you want to learn about caring for children?” “What is the role that you want the trainer to play?” “How can I best help you to get this information?”
5.  Before you can successfully support and teach the caregiver you must develop these four key pieces: Trust, Respect, Confidentiality, Acceptance
6. Move at the providers pace; let them take the lead on how much information they can absorb or want to absorb. Keeping at their pace and developing the relationship can lead to a longer commitment and more knowledge gained by the participant.
7. LISTEN, to what they say, not only listen to what they say, listen to see if they have heard what you are saying. Restate what you have said and confirm that have understood.
8. Have an open mind when doing home visits or workshops; the idea is to get providers to want to engage in learning. Be open to what they are saying or what you may be seeing in their environment. Don’t be directive about ideas you may not agree to but make suggestions on changes. This becomes much easier when you have established the four key pieces discussed in #5.
9. Think about the setting that you are learning in, is it comfortable and is it a place that encourages networking and support. Again we want them to continue to learn with us.

Part II

1. Begin with the objectives; these can be the questions we asked in Part I. The objectives can come from the provider, while you have your ideas about the knowledge that you want to impart as well. Work together to come up with a plan for the evening.
2. Be willing to be flexible from this plan, if the provider needs to move at a different pace.
3. Terminology, this moves beyond the discussion in Part I. Now we will have the opportunity to explain the terminology. We have already discovered what language barriers or educational level we may encounter. Now we work within that realm, to discuss words we use and how they are meaningful to providing care. Such as why do we want to understand social and emotional growth? What does self esteem mean? Etc. This is important so providers can make plans for their days and incorporate a variety of activities that meet many of the needs of children.
4. Use the new terminology to help the providers develop daily or weekly plans. Show them how these can work into their schedules to give children a variety of learning experiences. Ex. If you are doing training on math activities, show them how these fit into the weekly plan.
5. Activities, when presenting trainings on activities, don’t just talk about the activity, present it. Present it in a variety of ways, role playing, storytelling, visuals. If possible show how itworks for the child as well, what has the child learned, what is the end result of the activity.

1. Bring materials so that the activities can be done in the workshop.
2. Review your current curriculum to see how it can be adapted to the work we are doing in this draft.
3. Spend time talking about policies and procedures such as allergies, injuries, health and safety. While FFN providers are not required to have policies in place this information is twofold, one they recognize that this is for their own protection. It is a benefit to them to have them in place. And two, they are doing things that licensed providers need to do, let them know, you already have these things in place, look how easy it will be to take the next step.
4. Resources: always have resources of where they can get additional information. Make the resources meaningful to their individual needs. What things will they really use? Are the people at these agencies familiar with FFN care and will they carry the same message as we do?