Daycare, Childcare and Babysitting Services

Child care takes many forms. First learn the words and what children need at each age.

• Name the types: licensed centre, licensed home care, unlicensed home care, nanny and babysitter.
• Explain the basic needs of children: safety, food, rest, play, comfort and caring adults.
• Describe broad age stages: baby, toddler, preschool and school age.
• Explain that children learn through play, routine and kind talk.
• Say what a carer does not do: give medical care beyond first aid or replace parents.
• Compare the day of a toddler with the day of a school-age child and list how their needs differ.
• List questions a parent may ask a carer on a first visit.

Activity. Write a one-page glossary of ten terms and describe the needs of one age group.

Standard to meet. Task: define terms and needs. Condition: one page, own words. Standard: each term is correct and needs match the age group.

Child care rules are set by each province. Know which type of care needs a licence.

• Explain that licensing, number of children per carer and training are set by provinces and territories; check the current rule with the provincial child care authority.
• Explain that unlicensed care is often limited to a small number of children; check the exact limit locally.
• Explain that background checks, including a vulnerable-sector check, are commonly required; check what applies.
• Explain that you must report suspected abuse or neglect to the child protection authority; learn the local duty and the number to call.
• Explain that child care fee support and space programmes differ by province; check the current rules.
• Keep copies of your licence, training certificates and check results ready to show.
• Write the phone number of the provincial child care authority in your file.

Activity. Build a rules table with rule, who enforces it, what you must do and a dated official source.

Standard to meet. Task: build a rules table. Condition: official pages only. Standard: each row has an enforcer, an action and a dated source; no rule is guessed.

Safety comes first. Prevent harm, and know what to do if something goes wrong.

• Never leave a child alone; keep the required ratio of adults to children.
• Check rooms and toys for hazards such as small parts, cords, hot items and unlocked doors.
• Follow safe sleep rules for babies; get the current guidance from the public health unit.
• Wash hands before meals and after toilet, and clean toys and surfaces on a schedule.
• Take first aid and CPR training that fits the ages you care for; keep it current.
• Plan and practise fire and emergency drills with the children.
• Use car seats and strollers as the maker's instructions say.

Activity. Create a safety checklist for a room and use it for a week.

Standard to meet. Task: use a safety checklist. Condition: one week. Standard: every item is checked and dated and each hazard found is fixed and recorded.

A calm routine helps children feel safe. Plan a day in small blocks.

• Plan blocks: arrival, play, snack, outdoor time, rest, lunch, quiet play, pick-up.
• Offer play that fits the age: sensory play, building, stories, music, movement.
• Ask parents about allergies and diets and post them where staff can see.
• Follow food safety rules for storing and serving food; check local guidance.
• Prepare for weather: spare clothes, sun cover in summer and warm gear in winter.
• Warn children before a change, for example 'five minutes until tidy-up'.
• Keep a rainy-day plan with indoor movement games.

Activity. Write a one-day plan with times, activities, meals and safety notes for one age group.

Standard to meet. Task: plan a day. Condition: one age group. Standard: blocks fit age, allergies are posted and safety notes are included.

Children learn from adults who are calm, clear and kind.

• Set a few clear rules in simple words and show what to do instead.
• Notice good behaviour and name it.
• Stay calm when a child is upset; get down to their level and name the feeling.
• Never use hitting or shaming; follow the rules on discipline in your province.
• Support early learning through talk, songs, counting and picture books.
• Offer two choices so the child feels some control.
• Give a calm result that fits the action, such as helping to tidy a mess, never a punishment.

Activity. Practise three behaviour situations with a partner and write what you said.

Standard to meet. Task: guide behaviour. Condition: three role-plays. Standard: language is calm and clear, no shaming is used and the child is shown what to do.

Parents trust you with what matters most. Talk often and write things down.

• Give a short daily note: food, sleep, play, mood and any incident.
• Write an incident report the same day for any injury, with time, what happened and what you did.
• Keep consent forms, emergency contacts, allergies and pick-up lists.
• Protect children's privacy; never share photos or details without consent.
• Meet families in English, French or another language where you can; use plain words.
• Hold a short chat at drop-off to hear about changes at home.
• Find out how long records must be kept; check the provincial rule.

Activity. Create a daily note, an incident form and a consent form.

Standard to meet. Task: build family forms. Condition: plain words. Standard: forms cover who, what, when and signature, and keep private data safe.

A child care business must cover costs and follow the law. This is not financial advice; ask a licensed accountant.

• List costs: food, supplies, rent share, insurance, training, equipment, your time.
• Fee per child per day = (monthly costs + target income) / (child-days you can fill).
• Check what insurance is needed and whether the provincial authority sets fee rules; check locally.
• Write a contract: hours, fees, late pick-up, sickness rules, holidays and notice.
• Plan for empty spaces: you will not fill every day.
• Write a sick-child policy that says when a child must stay home.
• Track child-days filled each month and compare them with your plan.

Activity. Build a cost sheet and a fee, and write a one-page family agreement.

Standard to meet. Task: set a fee. Condition: a spreadsheet. Standard: costs are listed, the fee sum is correct and the agreement is clear.

Run it steadily: routines, safety, records and improving.

• Review safety checks, incident reports and attendance every week.
• Ask parents for feedback each term and act on it.
• Take part in training each year and keep certificates.
• Look after yourself: breaks, backup carer and a plan for sick days.
• Write a 12-month plan with milestones, a budget and a risk list.
• Check first aid kits and emergency contact sheets each month.
• Keep a list of backup carers and tell families how to reach them.

Activity. Run a 60-day pilot under supervision and write the review.

Standard to meet. Task: run a pilot. Condition: 60 days under a qualified supervisor. Standard: logs are complete, risks are fixed and the review reasons from evidence.

L1: Care aware learner. You can define: name the main terms, people and rules of daycare, Childcare and Babysitting Services. Focus module: Know the types of child care and what children need (Understand, 6 h). Child care takes many forms. First learn the words and what children need at each age. Key points: Name the types: licensed centre, licensed home care, unlicensed home care, nanny and babysitter. Explain the basic needs of children: safety, food, rest, play, comfort and caring adults. Describe broad age stages: baby, toddler, preschool and school age. Explain that children learn through play, routine and kind talk. Say what a carer does not do: give medical care beyond first aid or replace parents. Compare the day of a toddler with the day of a school-age child and list how their needs differ. List questions a parent may ask a carer on a first visit.

Speaker notes. Teach: open with the worked example. A toddler cries when a parent leaves. A carer greets the child by name, offers a favourite toy, keeps a calm voice and tells the parent the child settled after ten minutes. The daily note adds that the child napped 60 minutes and ate half of the snack. Then set the activity: Write a one-page glossary of ten terms and describe the needs of one age group. Mark against the standard: Task: define terms and needs. Condition: one page, own words. Standard: each term is correct and needs match the age group. Check at this level: What are four basic needs of a child? Model answer: Safety, food, rest and caring adults (also play and comfort). Level note: Start here if new. Evidence: a one-page glossary and a visit or interview note.

L2: Support worker or assistant. You can describe: explain how daycare, Childcare and Babysitting Services works from first contact to result. Focus module: Know the rules and licensing (Apply, 6 h). Child care rules are set by each province. Know which type of care needs a licence. Key points: Explain that licensing, number of children per carer and training are set by provinces and territories; check the current rule with the provincial child care authority. Explain that unlicensed care is often limited to a small number of children; check the exact limit locally. Explain that background checks, including a vulnerable-sector check, are commonly required; check what applies. Explain that you must report suspected abuse or neglect to the child protection authority; learn the local duty and the number to call. Explain that child care fee support and space programmes differ by province; check the current rules. Keep copies of your licence, training certificates and check results ready to show. Write the phone number of the provincial child care authority in your file.

Speaker notes. Teach: open with the worked example. A person wants to care for six children at home. Before starting she asks the provincial authority whether that needs a licence, and waits for the answer in writing. She does not start until she has it. Then set the activity: Build a rules table with rule, who enforces it, what you must do and a dated official source. Mark against the standard: Task: build a rules table. Condition: official pages only. Standard: each row has an enforcer, an action and a dated source; no rule is guessed. Check at this level: Who sets child care licensing rules? Model answer: Each province or territory; check the current rule with the provincial authority. Level note: Evidence: a flow chart and a two-minute spoken explanation.

L3: Practitioner or coach. You can apply: carry out a routine task in daycare, Childcare and Babysitting Services to a written standard. Focus module: Keep children safe and healthy (Apply, 10 h). Safety comes first. Prevent harm, and know what to do if something goes wrong. Key points: Never leave a child alone; keep the required ratio of adults to children. Check rooms and toys for hazards such as small parts, cords, hot items and unlocked doors. Follow safe sleep rules for babies; get the current guidance from the public health unit. Wash hands before meals and after toilet, and clean toys and surfaces on a schedule. Take first aid and CPR training that fits the ages you care for; keep it current. Plan and practise fire and emergency drills with the children. Use car seats and strollers as the maker's instructions say.

Speaker notes. Teach: open with the worked example. Each morning a carer does a ten-point walk round: gates, plugs, cleaning products, floor, toys. One day she finds a loose button in the play area and removes it. If the walk takes 5 minutes a day, that is 5 x 5 = 25 minutes in a five-day week. Then set the activity: Create a safety checklist for a room and use it for a week. Mark against the standard: Task: use a safety checklist. Condition: one week. Standard: every item is checked and dated and each hazard found is fixed and recorded. Check at this level: Why do a daily safety walk? Model answer: To find and fix hazards before children are harmed. Level note: Evidence: a supervised task record that meets the standard once.

L4: Senior practitioner or tutor. You can analyse: diagnose why a daycare, Childcare and Babysitting Services result missed its target and fix it. Focus module: Plan a day: routines, meals and play (Evaluate, 8 h). A calm routine helps children feel safe. Plan a day in small blocks. Key points: Plan blocks: arrival, play, snack, outdoor time, rest, lunch, quiet play, pick-up. Offer play that fits the age: sensory play, building, stories, music, movement. Ask parents about allergies and diets and post them where staff can see. Follow food safety rules for storing and serving food; check local guidance. Prepare for weather: spare clothes, sun cover in summer and warm gear in winter. Warn children before a change, for example 'five minutes until tidy-up'. Keep a rainy-day plan with indoor movement games.

Speaker notes. Teach: open with the worked example. A day plan for 3-year-olds has 45 minutes of outdoor time in the morning, a story of 15 minutes, then lunch. Outdoor time and story together fill 45 + 15 = 60 minutes. A child with a nut allergy has a picture card at the lunch table. Then set the activity: Write a one-day plan with times, activities, meals and safety notes for one age group. Mark against the standard: Task: plan a day. Condition: one age group. Standard: blocks fit age, allergies are posted and safety notes are included. Check at this level: Why keep allergy information posted? Model answer: So every adult knows each child's risks. Level note: Evidence: a fault or gap analysis with a fix and a repeat test. This course targets this level.

L5: Team lead or programme lead. You can evaluate: judge options for daycare, Childcare and Babysitting Services against cost, risk and quality. Focus module: Talk with parents and keep records (Create, 6 h). Parents trust you with what matters most. Talk often and write things down. Key points: Give a short daily note: food, sleep, play, mood and any incident. Write an incident report the same day for any injury, with time, what happened and what you did. Keep consent forms, emergency contacts, allergies and pick-up lists. Protect children's privacy; never share photos or details without consent. Meet families in English, French or another language where you can; use plain words. Hold a short chat at drop-off to hear about changes at home. Find out how long records must be kept; check the provincial rule.

Speaker notes. Teach: open with the worked example. A child bumps his head. The carer applies first aid, writes a report with the time and treatment, tells the parent at pick-up and asks her to sign. The report is filed the same day with the signed copy. Then set the activity: Create a daily note, an incident form and a consent form. Mark against the standard: Task: build family forms. Condition: plain words. Standard: forms cover who, what, when and signature, and keep private data safe. Check at this level: Should you share photos of children freely? Model answer: No; get consent first and protect privacy. Level note: Evidence: an options paper with numbers and a recommendation defended to a panel.

L6: Service manager. You can create: design and pilot a new offer or process in daycare, Childcare and Babysitting Services. Focus module: Set fees and plan a small child care business (Evaluate, 6 h). A child care business must cover costs and follow the law. This is not financial advice; ask a licensed accountant. Key points: List costs: food, supplies, rent share, insurance, training, equipment, your time. Fee per child per day = (monthly costs + target income) / (child-days you can fill). Check what insurance is needed and whether the provincial authority sets fee rules; check locally. Write a contract: hours, fees, late pick-up, sickness rules, holidays and notice. Plan for empty spaces: you will not fill every day. Write a sick-child policy that says when a child must stay home. Track child-days filled each month and compare them with your plan.

Speaker notes. Teach: open with the worked example. Monthly costs are 960 CAD and target income is 2,240 CAD, a total of 3,200. You can fill 160 child-days. Fee = 3,200 / 160 = 20 CAD per child per day. If only 140 days fill, income is 140 x 20 = 2,800, which is 400 short of the plan (teaching numbers only). Then set the activity: Build a cost sheet and a fee, and write a one-page family agreement. Mark against the standard: Task: set a fee. Condition: a spreadsheet. Standard: costs are listed, the fee sum is correct and the agreement is clear. Check at this level: How do you find a fee per child-day? Model answer: Costs plus target income, divided by child-days you can fill. Level note: Evidence: a pilot with measured results over at least 30 days.

L7: Director or founder. You can lead: run a team or business in daycare, Childcare and Babysitting Services and develop others. Focus module: Run a child care service for real (Create, 8 h). Run it steadily: routines, safety, records and improving. Key points: Review safety checks, incident reports and attendance every week. Ask parents for feedback each term and act on it. Take part in training each year and keep certificates. Look after yourself: breaks, backup carer and a plan for sick days. Write a 12-month plan with milestones, a budget and a risk list. Check first aid kits and emergency contact sheets each month. Keep a list of backup carers and tell families how to reach them.

Speaker notes. Teach: open with the worked example. After a month of logs, a carer sees that 6 of 8 scrapes happen at pick-up time. She changes the entry area and the scrapes fall to 2 the next month. Then set the activity: Run a 60-day pilot under supervision and write the review. Mark against the standard: Task: run a pilot. Condition: 60 days under a qualified supervisor. Standard: logs are complete, risks are fixed and the review reasons from evidence. Check at this level (this question is covered in module 3: Keep children safe and healthy): Why do a daily safety walk? Model answer: To find and fix hazards before children are harmed. Level note: Evidence: a record of results over a year and of people you have coached to a higher level.