First, revisit the case study below. Then review the specialist or administratively prepared supervision plan. Reflect on how your program would implement this plan and if there are additional support or personnel needs. Share your responses with a coach, trainer, or administrator.

亨利是一名5岁的孩子在学龄前教室。万博体育全站appAlicia是一名工作人员，描述了亨利作为外向和社会的孩子。他有各种各样的兴趣，肯定有机会与该计划的同行社交。亨利与他的父亲，迈克尔，母亲，白兰地和14岁的兄弟，哥哥居住。六个月前部署了白兰地，迈克尔分享了这个家庭难以这一点。

Technology seems to play a large presence in Henry’s household, and he frequently speaks to staff and peers about shows and video games that contain violence and sex. Henry explores these themes during play and will pretend to “shoot” people, mimic sex-like interactions with dolls, and sometimes use sexually explicit language. When staff members talk with Henry about his actions and language, he says that Gavin talks this way and that, “Daddy lets us watch whatever we want.” Staff members praise Henry when he plays or speaks in more appropriate ways and redirect any undesirable behavior. Henry will stop the behavior and language in the moment, but it’s an ongoing issue.

Alicia observed Henry and Bao, another preschooler, playing together in the reading area during free choice. Alicia saw Henry pull his pants down, grab Bao’s hand, and forcefully placed Bao’s hand on his genitals. Alicia immediately asked Henry to “stop” and began to discuss safe versus unsafe touching with both children. She was visibly flustered when doing this, and both children became upset and began to cry. After everyone was able to calm down, Alicia spoke individually with each child about the situation. Henry described that he was playing with his friend. When Alicia asked Henry where he learned to play this way, Henry responded, “Gavin asks me to rub his wee wee.”

Supervision Plan

Child’s Name: Henry

Staff Responsible for Supervision Plan:

Teaching team and floater staff with the support of coach and administrator

Classroom Supervision

  • Standard line-of-sight supervision
  • 支持ive shadowing by designated staff during specific classes or activities
  • 支持ive shadowing by designated staff at all times

过渡的监督

  • Line-of-sight supervision by designated staff between rooms and activities
  • 支持ive shadowing by designated staff during specific transitions
  • 支持ive shadowing by designated staff during all transitions

Common Area Supervision (cafeteria, playground, etc.)

  • Line-of-sight supervision by designated staff
  • 支持ive shadowing by designated staff during specific common areas
  • 支持ive shadowing by designated staff during all common areas

Bathroom/Diapering Supervision

  • Standard bathroom/diapering support
  • Regular bathroom use, but must be accompanied by a staff member to and from
  • Regular bathroom use, but staff to make sure the bathroom is clear before child enters
  • Staff to remain in the bathroom with child or youth

Staff Support for Child Learning

孩子接受额外支持：

  • Personal space
  • Safe versus unsafe touch
  • Public versus private activities and conversation
  • Correct terminology
  • Social problem-solving
  • Safe and respectful media use
  • Other:staff will model and scaffold appropriate play with toys and peers

Communication Expectations

  • Staff communicate behavior incidents and needs to:administrator and coach
  • Administratorto communicate program updates and needs to specialists, families, and staff
  • 针对的家庭问题或疑虑：administrator and coach

Additional Notes & Recommendations:Teaching team will provide line-of-sight supervision for more structured classroom activities and supportive shadowing during more unstructured/free choice times of the day. Staff should be prepared to step in and provide more supervision and support when needed. Due to the layout and sometimes multiple groups of children using a space at once, Henry will have supportive shadowing in common areas (playground, etc.). Staff will ensure that no other children are in the bathroom when Henry enters. Staff should provide intentional support on personals pace, safe touch, public versus private, terminology, and appropriate play with toys and peers. Provide positive guidance and feedback when Henry engages in appropriate play and peer interaction.

Parent Signature / Date:

Administrator Signature / Date:

Staff Signature / Date:

Staff Signature / Date: