Program promotes the quality and continuity of teacher-child relationships through teacher training, teacher scheduling or other policies.

To meet this Standard, evidence MUST include a detailed written policy or practice statement referencing ALL of the following:

• Explain how the program promotes the quality and continuity of teacher-child relationships within the ages of birth to five.
  AND
• Explain what the program does to support the teacher-child relationship.
  AND
• Explain how the program's staff maintains consistency with children within each classroom.

Acceptable types of evidence include:

• A detailed written policy or practice statement in parent/family handbook.

Attention:

• It MUST be clear that the written policy/practice statement or procedure is part of the program's official manual/handbook. For example, submit a copy or excerpt of the policy or practice statement that visibly shows the page number from the program's manual/handbook or submit a copy of the table of contents from the program's manual/ handbook along with a copy of the written policy/practice statement.

Evidence Notes Box (in data system):

• If submitting a large document, enter a note in the Evidence Notes box indicating what page(s) shows the relevant information. In the large document it must be clear what page is being referred to and the relevant text must be highlighted.

In order for children to thrive and learn in early childhood settings, they must feel secure and relaxed and have a strong sense of connection with their caregivers. The teacher-child relationship requires time and consistency to develop. The better a teacher knows the children and families in her program, the better she will be able to understand the individual child, interpret behaviors, and support development. This is particularly important for children under three years of age. (The NYS Infant Toddler Resource Network recommends that children have only one caregiver from enrollment until age three).