13 School-Age Caregivers

Caregivers play a crucial role in the lives of school-age children, providing support, guidance, and nurturing environments that foster development. This chapter explores the essential qualities of effective caregivers, the roles they play in school-age child care, and specific caregiving roles for children with disabilities.

Caregiver Qualities for School-Age Children

Effective caregivers possess a unique set of qualities that enable them to meet the diverse needs of school-age children. These qualities are foundational in creating a supportive and enriching environment.

Key Qualities

1. Empathy: The ability to understand and share the feelings of children is vital. Empathetic caregivers can respond to children’s emotional needs, helping them feel understood and valued (Rogers, 1980).
   Example: When a child expresses frustration over a school project, an empathetic caregiver might say, “I can see you’re feeling upset. Would you like to talk about what’s bothering you?”
2. Patience: Working with school-age children often requires patience as they navigate their emotions and social interactions. Caregivers who exhibit patience can provide the calm support children need to work through challenges.
   Example: A caregiver patiently guides a child struggling with homework, allowing them to take breaks and ask questions without rushing.
3. Flexibility: Caregivers must be adaptable, able to adjust their strategies and approaches based on the unique needs of each child and the dynamics of the group.
   Example: If a planned activity isn’t engaging the children, a flexible caregiver might pivot to a different game or discussion that captures their interest.
4. Strong Communication Skills: Effective communication is essential for building trust and rapport with children. Caregivers should be able to articulate expectations, provide constructive feedback, and listen actively.
   Example: A caregiver clearly explains the rules of a game, ensuring that all children understand before starting.
5. Cultural Competence: Understanding and respecting the diverse backgrounds of children enhances the caregiving experience. Culturally competent caregivers acknowledge differences and integrate them into their practice.
   Example: A caregiver might celebrate various cultural holidays within the program, encouraging children to share their own traditions.

Caregivers’ Roles in School-Age Child Care

Caregivers in school-age settings fulfill multiple roles that contribute to the overall well-being and development of children. These roles encompass both direct interaction and broader responsibilities.

Key Roles

1. Facilitator of Learning: Caregivers help create engaging learning environments that promote curiosity and exploration. They facilitate both structured activities and informal learning opportunities.
   Example: During a science project, a caregiver might provide materials and guidance while allowing children to conduct experiments independently.
2. Role Model: Children learn by observing adults, making it essential for caregivers to model positive behaviors, attitudes, and values. This includes demonstrating respect, kindness, and resilience.
   Example: A caregiver shows respect for differences by actively listening to all children during group discussions, encouraging a culture of inclusivity.
3. Support Provider: Caregivers offer emotional support, helping children navigate friendships, conflicts, and personal challenges. They create a safe space for children to express their feelings.
   Example: When two children argue, a caregiver intervenes to mediate the situation, guiding them toward a resolution and reinforcing conflict resolution skills.
4. Communicator with Families: Effective caregivers maintain open lines of communication with families, sharing updates on children’s progress, behaviors, and any concerns. This collaboration is vital for supporting children’s development.
   Example: A caregiver regularly sends newsletters home, outlining upcoming activities and highlighting children’s achievements.
5. Advocate for Children: Caregivers advocate for the needs and rights of children, ensuring they have access to necessary resources and support within the educational environment.
   Example: A caregiver identifies a child struggling academically and collaborates with teachers and parents to develop a plan for additional support.

Caregiving Roles with Children with Disabilities

Working with children with disabilities requires specialized skills and knowledge to ensure that all children receive the support they need to thrive.

Key Responsibilities

1. Individualized Support: Caregivers must provide tailored support based on each child’s specific needs, strengths, and challenges. This may involve adapting activities to be inclusive and accessible.
   Example: A caregiver modifies a physical activity so that a child using a wheelchair can participate fully, ensuring they feel included.
2. Collaboration with Specialists: Caregivers often work alongside therapists, special education teachers, and other professionals to implement strategies that support children with disabilities.
   Example: A caregiver coordinates with a speech therapist to reinforce communication strategies during daily activities.
3. Promoting Inclusion: Creating an inclusive environment benefits all children. Caregivers should encourage interactions among peers, fostering friendships and social skills.
   Example: A caregiver organizes group activities that promote teamwork and cooperation, ensuring all children can contribute in meaningful ways.
4. Advocacy for Resources: Caregivers can help families navigate systems to access necessary services, such as therapies, counseling, or educational support.
   Example: A caregiver provides families with information about local support groups and resources, helping them connect with services tailored to their needs.
5. Emotional Support and Understanding: Caregivers should be sensitive to the emotional experiences of children with disabilities and provide appropriate support to help them manage challenges.
   Example: A caregiver recognizes when a child is feeling overwhelmed and offers a quiet space for them to regroup, validating their feelings.

Regulations

Title 22 California

Title 22 of the California Code of Regulations (CCR) is a set of laws and guidelines that govern various health and social services programs in the state. It is enforced by different state agencies, such as the California Department of Social Services (CDSS) and the California Department of Public Health (CDPH). Title 22 covers regulations for child care facilities, health care services, residential care homes, and environmental health standards.

Key Areas of Title 22:

1. Child Care & Early Education
   • Establishes licensing requirements for daycares, preschools, and after-school programs.
   • Regulates staff qualifications, child-to-staff ratios, safety, nutrition, and facility conditions.
   • Ensures background checks and training for child care providers.
2. Health Care Facilities
   • Sets standards for hospitals, nursing homes, clinics, and assisted living facilities.
   • Includes patient rights, staffing ratios, infection control, and facility operations.
3. Residential Care & Assisted Living
   • Regulates group homes, foster care, elderly care, and facilities for individuals with disabilities.
   • Covers staff training, resident care, medication management, and facility safety.
4. Environmental Health & Safety
   • Oversees drinking water quality, hazardous waste management, and food safety.
   • Ensures compliance with sanitation and disease prevention regulations.

Why Is Title 22 Important?

• Protects public health, safety, and welfare.
• Ensures quality standards in child care, health care, and residential services.
• Provides legal guidelines for inspections, enforcement, and penalties for non-compliance.

Under Title 22 of the California Code of Regulations, child care facilities must meet specific requirements for staff qualifications, child-to-staff ratios, safety, nutrition, and facility conditions to ensure a safe and nurturing environment for children. Here’s a breakdown of each area:

Staff Qualifications

To ensure quality care, child care providers must meet educational and experience requirements:

• Directors of child care centers must have a combination of education (Child Development units) and experience in early childhood education.
• Teachers must have at least 12 ECE units, including child development and curriculum planning.
• Aides/Assistants may have fewer requirements but must work under supervision.
• All staff must pass background checks (Live Scan fingerprinting), TB tests, and health screenings.

Child-to-Staff Ratios

Maintaining proper supervision ratios ensures safety and individualized attention. Title 22 sets minimum staff-to-child ratios based on age groups:

• Infants (0-24 months): 1 teacher per 4 infants (maximum group size: 12).
• Toddlers (18-36 months): 1 teacher per 6 toddlers.
• Preschool (2-5 years): 1 teacher per 12 children.
• School-age (6+ years): 1 teacher per 14 children.

Safety Regulations

Facilities must follow strict safety guidelines, including:

• Childproofing (outlet covers, locked cabinets, gated staircases).
• Emergency Preparedness (fire drills, earthquake kits, first aid training).
• Health & Sanitation (cleaning routines, handwashing policies, illness prevention).
• Supervised Outdoor Play Areas with secure fencing and age-appropriate equipment.

Nutrition Requirements

Child care centers must provide nutritious meals and snacks that meet state dietary guidelines. This includes:

• Balanced meals with fruits, vegetables, proteins, and whole grains.
• Age-appropriate portion sizes and safe food preparation.
• Allergy awareness and meal accommodations for dietary needs.
• Compliance with the Child and Adult Care Food Program (CACFP) when applicable.

Facility Conditions

The physical environment must be safe, clean, and well-maintained, with:

• Adequate indoor and outdoor space per child.
• Proper ventilation, lighting, and temperature control.
• Accessible bathrooms and sinks for hygiene.
• Separate sleep areas for infants with safety-approved cribs.

Indoor Space Requirements:

• A minimum of 35 square feet per child of usable indoor activity space.
• Space calculations exclude bathrooms, kitchens, hallways, storage, and staff-only areas.
• Furniture and equipment must be arranged to allow free movement and prevent overcrowding.
• Facilities must provide adequate lighting, ventilation, and temperature control to support a healthy learning environment.

Outdoor Space Requirements:

• A minimum of 75 square feet per child of outdoor play space.
• Play areas must be fenced and secured to prevent access to unsafe areas (e.g., streets, parking lots).
• Outdoor equipment should be age-appropriate, well-maintained, and meet safety standards to prevent injuries.
• If outdoor space is shared or limited, facilities must schedule staggered outdoor play times to meet the space requirement.

Exceptions & Considerations:

• If outdoor space is unavailable, the facility may request a waiver and use alternative spaces such as nearby parks, with written approval from licensing authorities.
• School-age programs operating on school premises may follow different guidelines, depending on available space.

Why These Space Requirements Matter:

Adequate space ensures that children have room to move, play, and learn comfortably while reducing risks of overcrowding, accidents, and stress. Compliance with these regulations is checked during licensing inspections, and violations may lead to corrective actions or penalties.

Roles and Responsibilities

General Qualifications for Paraeducators in California

In California, para-educators (also known as paraprofessionals, instructional aides, or teacher assistants) must meet specific qualifications depending on their role and funding source. The requirements ensure they can effectively support teachers and students, especially in special education and Title I programs. To work as a para-educator in K-12 public schools, candidates must meet one of the following criteria:

1. High School Diploma or Equivalent, AND
2. One of the following:
   • At least 48 semester units from an accredited college or university, OR
   • An associate degree (AA or higher), OR
   • Passing score on the local Para-educator Exam (assesses reading, writing, and math skills).

Additional Requirements for Specialized Paraeducators

• Special Education Para-educators: May require training in behavior management, communication strategies, and assistive technology to work with students with disabilities.
• Bilingual Para-educators: Must demonstrate proficiency in both English and the target language through testing or coursework.
• Title I Funded Schools: Para-educators working in Title I schools must meet federal Every Student Succeeds Act (ESSA) qualifications, which align with the requirements listed above.
• Health & Safety Requirements: Some positions may require CPR & First Aid certification, fingerprint clearance, and a TB test.

Duties & Responsibilities

Para-educators assist teachers by:

• Supporting instruction in small groups or one-on-one.
• Helping students with disabilities by providing accommodations.
• Supervising students during transitions, recess, and meals.
• Assisting with classroom management and organization.

Qualifications for Public School Teachers

In California, teachers must meet specific qualifications to obtain a teaching credential, which varies based on the subject and grade level they wish to teach. The key credential types are:

1. Multiple Subject Teaching Credential – Required for elementary school teachers (grades K-6).
2. Single Subject Teaching Credential – Required for middle and high school teachers (grades 7-12) in a specific subject (e.g., Math, Science, English).
3. Education Specialist Credential – Required for special education teachers working with students with disabilities.
4. PK-3 ECE Specialist Instruction Credential – Provides an early childhood focus for teachers interested in teaching kindergarten through third grade.

To become a credentialed teacher, candidates must meet the following requirements:

1. Bachelor’s Degree

• A bachelor’s degree (or higher) from an accredited university is required.
• The degree does not have to be in education, but additional coursework may be needed.

2. Basic Skills Requirement (CBEST or Alternatives)

• CBEST (California Basic Educational Skills Test) assesses reading, writing, and math skills.
• Alternative ways to meet the basic skills requirement include:
  • SAT/ACT scores
  • AP Exams
  • College coursework in reading, writing, and math

3. Subject Matter Competency (CSET or Alternatives)

• Candidates must prove expertise in their subject by passing the CSET (California Subject Examinations for Teachers).
• Alternatives to the CSET include:
  • A degree in the subject area (for single subject credentials)
  • A waiver program from an approved university

4. Teacher Preparation Program

• Candidates must complete a state-approved teacher preparation program (often part of a credential program at a university).
• This includes student teaching or an internship for hands-on classroom experience.

5. English Learner Authorization (CLAD or Equivalent)

• Teachers must be trained to support English Learners (ELs).
• The CLAD (Crosscultural, Language, and Academic Development) Certificate or equivalent is included in most credential programs today.
• Some teachers may also hold a BCLAD (Bilingual Authorization) for teaching in dual-language programs.

6. Background Clearance & Ethics

• Must pass Live Scan fingerprinting and a background check.
• Must complete U.S. Constitution coursework or pass an exam.

Additional Considerations

• Preliminary vs. Clear Credential:
  • New teachers earn a Preliminary Credential, valid for 5 years.
  • To upgrade to a Clear Credential, teachers must complete an Induction Program (professional development for beginning teachers).
• Out-of-State Teachers: May need to meet California-specific requirements, such as CSET or CLAD certification.

To teach in California, candidates must earn a bachelor’s degree, pass the CBEST (or an alternative), demonstrate subject knowledge via the CSET (or an alternative), complete a teacher preparation program, and obtain EL authorization (CLAD). These requirements ensure that teachers are qualified, prepared, and able to support diverse students.

PK-3 ECE Specialist Instruction Credential

In April 2024, the California Commission on Teacher Credentialing approved a new credential that authorize holders to teach all subjects in a self-contained general education classroom setting and to team teach or to regroup students across classrooms, in preschool through grade three (CCTC, 2025). This credential was created to fulfill the growing need for qualified Early Childhood Education (ECE) teachers who possess the knowledge, skills, and abilities to provide developmentally appropriate learning experiences for all young children. The PK–3 Early Childhood Education (ECE) Specialist Instruction Credential offers an accelerated and streamlined pathway for current Multiple Subject Credential holders and Child Development Teacher Permit holders with a bachelor’s degree to earn this credential and begin teaching in Transitional Kindergarten (TK) settings.

This credential recognizes and values the rich backgrounds and extensive experience of candidates with current or prior work in the ECE field. These professional experiences, along with their knowledge and practical wisdom, form a strong foundation in child development and early childhood education. This background supports a smooth transition from the Child Development Permit system to earning the PK–3 ECE Specialist Instruction Credential and serving as a credentialed teacher in PK–3 ECE classrooms. Those interested in this credential must meet the following requirements.

1. Bachelor’s or higher degree from a regionally accredited institution of higher education in one of nine specific majors
   • Child Development
   • Child and Adolescent Development
   • Human Development
   • Early Childhood Education
   • Child and Family Studies
   • Early Childhood Studies
   • Human Development & Family Science
   • Family Science
   • Child, Adolescent, and Family Studies
2. Subject Matter Requirement
   • Completion of 24 semester units or the equivalent quarter units of non-remedial, degree-applicable coursework at a regionally accredited institution of higher education in Early Childhood Education or Child Development OR
   • BA or above
3. Completion of Preliminary PK-3 ECE Specialist Instruction Credential Program
   • Teacher preparation coursework (theory and pedagogy)
   • 600 Hours of Clinical Practice
     • 200 in PK/TK
     • 200 in K-3
     • 200 in choice PK-3
   • Passage of Commission Approved Teaching Performance Assessments (TPEs)
     • California Teaching Performance Assessment (CalTPA)
     • Educative Teaching Performance Assessment (edTPA)
     • The Fresno Assessment of Student Teachers (FAST)

Job Descriptions & Qualifications School-Based Roles in California

Schools employ various specialists to support students’ academic, social, emotional, and physical needs. Below are the job descriptions and qualifications for professionals working in a school setting in California.

School Psychologist

Job Description:

• Conduct psychological and academic assessments to identify learning and emotional needs.
• Develop Individualized Education Plans (IEPs) for students receiving special education services.
• Provide counseling and crisis intervention for students.
• Support behavioral interventions and positive behavior plans.
• Work with teachers, parents, and administrators to create a supportive learning environment.

Qualifications:

• Master’s or Specialist degree (M.A., M.S., or Ed.S.) in School Psychology.
• Pupil Personnel Services (PPS) Credential in School Psychology (required in California).
• Supervised internship (1,200+ hours) in a school setting.
• Live Scan fingerprinting and background check.

Resource Teacher (Special Education Teacher)

Job Description:

• Provide specialized instruction to students with disabilities.
• Develop and implement IEPs based on student needs.
• Adapt and modify curriculum and teaching strategies.
• Collaborate with general education teachers to support students in inclusive classrooms.
• Monitor student progress and adjust interventions accordingly.

Qualifications:

• Bachelor’s degree in Education or Special Education.
• California Education Specialist Credential (Mild/Moderate or Moderate/Severe).
• CBEST (California Basic Educational Skills Test).
• CSET (California Subject Examinations for Teachers) may be required.
• CLAD (Crosscultural, Language, and Academic Development) certification.

School Librarian

Job Description:

• Manage the school library collection and resources.
• Teach research, literacy, and digital media skills.
• Assist students and teachers with finding and using educational materials.
• Organize reading programs and literacy events.

Qualifications:

• Bachelor’s degree in Library Science, Education, or a related field.
• Teacher Librarian Services Credential (required in California).
• Master’s degree in Library Science (preferred but not required).

School Counselor

Job Description:

• Provide academic, college, and career counseling.
• Support students’ mental health and social-emotional development.
• Help students develop coping skills, conflict resolution, and positive relationships.
• Facilitate group and individual counseling sessions.
• Assist with college applications, scholarships, and career planning.

Qualifications:

• Master’s degree in School Counseling or a related field.
• Pupil Personnel Services (PPS) Credential in School Counseling.
• Supervised internship or practicum experience.

School Social Worker

Job Description:

• Provide mental health support and crisis intervention.
• Help students facing homelessness, abuse, neglect, or family issues.
• Connect families with community resources.
• Assist in the development of behavior intervention plans.

Qualifications:

• Master’s degree in Social Work (MSW).
• Pupil Personnel Services (PPS) Credential in Social Work.
• Licensed Clinical Social Worker (LCSW) certification (preferred but not required for school-based roles).

Speech-Language Pathologist (SLP)

Job Description:

• Assess and treat students with speech, language, and communication disorders.
• Work with students with articulation, fluency, voice, and swallowing difficulties.
• Develop individualized therapy plans and collaborate with teachers and parents.
• Provide Augmentative and Alternative Communication (AAC) support.

Qualifications:

• Master’s degree in Speech-Language Pathology.
• California SLP License from the Speech-Language Pathology & Audiology Board (SLPAB).
• Certificate of Clinical Competence (CCC-SLP) from ASHA (preferred).
• Supervised Clinical Fellowship Year (CFY) (9 months).

Occupational Therapist (OT)

Job Description:

• Help students with fine motor skills, handwriting, and sensory processing.
• Support students with autism, ADHD, and physical disabilities in daily activities.
• Conduct evaluations and develop Individualized Education Plans (IEPs).
• Recommend adaptive equipment and classroom modifications.

Qualifications:

• Master’s degree in Occupational Therapy.
• California OT License from the California Board of Occupational Therapy (CBOT).
• National Board for Certification in Occupational Therapy (NBCOT) certification.
• Supervised fieldwork (minimum 24 weeks).

Adaptive Physical Education (APE) Specialist

Job Description:

• Modify physical education (PE) programs for students with disabilities.
• Support gross motor skills, strength, and coordination.
• Assess students’ physical fitness and mobility needs.
• Collaborate with general PE teachers and special education teams.

Qualifications:

• Bachelor’s degree in Physical Education, Kinesiology, or a related field.
• California Teaching Credential in Physical Education.
• Adaptive Physical Education Added Authorization (APEAA).
• Supervised student teaching in an adapted PE setting.

Registered Behavior Technician (RBT) – Entry-Level Behavior Specialist

Job Description:

• Work under the supervision of a Board Certified Behavior Analyst (BCBA).
• Implement Applied Behavior Analysis (ABA) techniques.
• Support students with autism and behavioral challenges in classroom settings.
• Collect behavioral data and track student progress.

Qualifications:

• High school diploma or bachelor’s degree (preferred).
• Completion of 40-hour RBT training program.
• Pass the RBT certification exam from the Behavior Analyst Certification Board (BACB).

Behavior Specialist

Job Description:

• Assess students’ behavioral and emotional needs.
• Develop Behavior Intervention Plans (BIPs) based on Functional Behavior Assessments (FBA).
• Train teachers, aides, and parents in behavior management techniques.
• Implement crisis intervention strategies and Behavioral Restraint Training (BRT).
• Collaborate with IEP teams to support students with disabilities.

Qualifications:

• Bachelor’s degree in psychology, education, behavior analysis, or a related field.
• RBT certification (preferred for entry-level roles).
• Master’s degree in Special Education, Behavioral Science, or Applied Behavior Analysis (ABA) (preferred for higher-level roles).
• Board Certified Behavior Analyst (BCBA) certification (required for advanced positions).
• Live Scan fingerprinting and background check.

Conclusion

Caregivers are vital in supporting the development of school-age children, especially in diverse and inclusive settings. By embodying essential qualities, fulfilling various roles, and addressing the unique needs of children with disabilities, caregivers can foster environments where all children feel valued, supported, and empowered to reach their full potential. Each of these professionals plays a critical role in supporting students in a school setting.

References

1. California Commission on Teacher Credentialing (CCTC). (2025). PK-3 ECE Specialist Instruction Credential. https://www.ctc.ca.gov/educator-prep/pk-3-ece-specialist-instruction-credential
2. California Department of Social Services. (2024). Community Care Licensing regulations: Title 22, Division 12. https://www.cdss.ca.gov/inforesources/child-care-licensing/title-22
3. Rogers, C. R. (1980). A way of being. Houghton Mifflin.
4. U.S. Bureau of Labor Statistics. (2024). Occupational outlook handbook. https://www.bls.gov/ooh
5. U.S. Department of Education. (2023). Every Student Succeeds Act (ESSA). https://www.ed.gov/essa