Preschool Administration and Management: Policies and Procedures

First, health and safety during diaper-changing activities are the most important issues to be addressed in our preschool setting. In light of the critical necessity for safe workplace conditions, this policy requires strict sanitization and PPE use from staff members participating in such activity. These are procedures such as proper handwashing, the obligatory use of disposable gloves, and disinfection of changing tables and surfaces on a regular basis. To personalize and simplify this process, the policy introduces a concept of individual diaper-changing kits for each child with labeled contents that are specific to the author’s use (Wesner et al., 2019). Responsibilities of staff members also include regular monitoring and replenishing the kits and meeting each child’s specific needs on a regular basis.

Moreover, the policy focuses on ensuring a safe and comfortable place for changing diapers with positive interaction as well as cleanliness maintenance. In order to improve the quality of child comfort and hygiene, our diaper-changing policy is evolving. Now, instead of every three hours, there will be diaper changes to promote hygiene and health. In regard to safety, we focus on the application of gloves during changes as one more level of security. Thus, daily sanitation of all the diaper changing areas will demonstrate our devotion to cleanliness and hygiene. These changes reflect our commitment to providing a protected and caring atmosphere for the children that we are looking after.

The second policy concerns the correct classroom transitions in a preschool setting. Because the policy understands that transitions may be difficult for young children, it seeks to ensure a smooth and positive transition. The critical role of advance notice and preparation is evident, whereby staff members communicate early to the children about impending changes with pictorial aids such as schedules or photos. Teacher collaboration from both the current and destination classrooms is promoted, while novel elements in policy offer a substitute for the ‘transition buddy’ system. This type of system, in which children are matched with a ‘buddy’ from the new classroom buddy, considerably enhances their support and familiarity during transfer (Andersson et al.,2023). Acclimatization activities in the new kindergarten take place before formal entering, where children get used to the environment and routines. The policy also emphasizes the role of parents in this transitional process, which should be adequately informed and introduced to it. Open communication between teachers and parents helps to ensure that issues related to transitions are discussed, questions answered, and a collaborative approach is adopted toward supporting children through these changes. The classroom transition policy is currently significantly changed to be improved. The focus will be on increasing teacher collaboration through timely check-ins and tandem plans. This promotes seamless transitions as critical student information is shared. Parents will actively be involved, contributing to the strengths and problems that their child has. They will also be informed about planned changes in detail, thus ensuring collaborative home-schooling. The aim is a smooth and knowing transfer while resulting in a favorable positive learning environment.

References

Wesner, E., Vassantachart, J. M., & Jacob, S. E. (2019). Art of prevention: the importance of proper diapering practices. International Journal of Women’s Dermatology, 5(4), 233. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6831759/

Andersson Søe, M., Schad, E., & Psouni, E. (2023, January). Transition to Preschool: Paving the Way for Preschool Teacher and Family Relationship-Building. In Child & Youth Care Forum (pp. 1–23). New York: Springer US. https://link.springer.com/article/10.1007/s10566-023-09735-y