The Program begins for each nanny with an individualized session:
“Orientation to the Family”, followed by the sixteen segments:

1	- Common Pediatric Illnesses	2	- Keeping Children Safe
3	- Communicating with Children	4	- Communication with Parents
5	- Common Concerns I (Mothers & Infants)	6	- Common Concerns II (Toddlers)
7	- Hygiene	8	- Growth & Development I
9	- Growth & Development II	10	- Growth & Development III
11	- Building Self-esteem in Children	12	- Adult Self-esteem
13	- Creative Play	14	- Ethics
15	- Nutrition	16	- Stress Management

The sixteen segments of the Program were initially developed by staff of Professionalnanny.com in 1982 and approved by the Massachusetts Department of Public Health, Division of Health Care Quality for the education of Homemaker/Home Health Aides who were providing in-home care for infants and children. Since then, this Program has been offered at Mass Bay Community College in Wellesley and at Wheelock College (associate degree program) in Boston for college credit. The curriculum has been reviewed and approved by countless educators over the past sixteen years. It is recognized as a fundamental curriculum for those caring for children in a home environment. Segment descriptions are as follows;

Keeping Children Safe

This Segment covers the latest information from the American Heart Association and the American Academy of Pediatrics regarding safety in the home, playground, automobile, water, and when camping, biking, rollarblading and in other contemporary situations which may represent a health or safety hazard for children. Assignments and classroom work entails identifying specific safety hazards in relation to the nannys’ particular environment and the developmental stages of the children in her care.

Ethics

This Segment is taught in a situational format, presenting various scenarios where the nanny is placed in an ethical dilemma and must learn how to use what we call the “Ethical dynamic” to reach resolution. Ethics is especially important for nannies as they are in many instances left with their employer’s children for extended periods of time. They may be faced with ethical situations and decisions (which are usually the domain of the parents) and are expected to use good judgment. They may be presented with various lifestyle and philosophical differences, which they must be able to process as different from their own, yet appropriate for the child in their care. This class explores the “Ethical dynamic” in a lively, team dialogue.

Stress Management

Everyone deals with stress, and all stress is not necessarily “bad”. In this class we will discuss how to recognize the ways in which we manifest stress, and explore the different ways to manage it. Participants will learn how to recognize the various ways in which children manifest stress via regression, behavior, etc. and what can be done to help them develop coping skills. Discussion includes specific occupational stresses of nannies and the relationship between communication and stress management.

Adult Self-esteem

Our self-esteem determines many things, including how well we respond in a crisis. It permeates all of our life choices, from how well we take care of ourselves, to how well we care for and relate to others. Self-esteem is not necessarily something we get genetically; rather it is developed over the entire life span. There are effective methods adults can use to evaluate and enhance their own self-esteem. This Segment shows us how. Self-esteem is important also in terms of our work. We will more readily see the value in what we do, thus get more satisfaction from our work when our self-esteem is healthy.

Building Self-esteem in Children

In this Segment emphasis is on how to help children develop self-esteem. A child’s self-esteem can affect her or his school grades or ability to make friends and resolve conflict. Studies have shown that children with high self-esteem are less likely to develop drug or alcohol problems, and are more likely to pursue interests and attend college. The great significance of the “Verbal environment” will be discussed, “Evaluative” vs. ”non-evaluative praise” as well the many care practices which help nurture high self esteem for children.

Growth & Development I, II & III

1. In this Segment, Erikson’s theories of personality development are presented with the objective of having each participant identify the specific developmental stage of each child she cares for. Once identified, discussion involves what factors hinder and which enhance, development in each stage
2. Segment Two of Growth & Development covers Piaget’s theories of cognitive development. Again, each nanny identifies her child’s stage and formulates care and play, which will enhance the child’s capacity for intellectual development.
3. Kolberg’s theories of moral development are discussed in the third segment of Growth & Development. The significance of this segment lies in the fact that adults (educators, parents and nannies alike) can at times expect too much from a child. Knowing at what point in human development certain traits, awareness, etc. manifest can help caregivers support current growth and recognize how to help nurture growth into the next stage.

Common Concerns I & II

1. This segment covers the postpartum care of mothers and infants, physical conditions and concerns common to infants and new mothers. Umbilicus and circumcision care, language development, eating and sleeping habits, and dispelling old myths are discussed. A review of Erikson’s first stage of development is also covered in this class.
2. This segment focuses on the challenges of toddlerhood. From potty training, to sibling rivalry, to tantrums, and more. The enormous developmental changes occurring during toddlerhood presents many opportunities for nannies to enhance their creative childcare skills. Understanding the importance of assertion as it relates to development in this stage is essential in order for the nanny to provide quality care and enhance development.

Communicating with Parents

Self-awareness is necessary in order for any individual to be able to communicate effectively. We must know what we need, and how we feel before we can express it. Ways to explore self-awareness is covered as well as emphasis on honest communication as a “relationship maintince” tool. “Process Recording” is utilized as a technique for practicing better communication. Emphasis is also on keeping a written log for parents as opposed to attempting to relay events verbally upon the parent’s arrival at the end of the day

Communicating with Children

The significance of being authentic with children is the focus of this Segment. Emphasis is also on the importance of the “Verbal environment”, and our non-verbal communication. Role-play using theories of child psychologist Haim Ginott are also included.

Hygiene

Part of the professional nanny’s responsibility is to not only be a role model in this area, but to teach the basic “activities of daily living” skills, e.g.; brushing teeth, bathing, dressing, etc., or at a minimum to maintain the child’s hygiene while the child is in her care. Basic nursing principles are used as the model for this Segment, with emphasis on hand-washing, recognizing how good health and hygiene are related, in addition to the relationship between hygiene and a positive body image. As with all Segment, exercises consist of applying the material to the nanny’s specific work environment.

Nutrition

Again in this Segment the nanny as role-model is emphasized. Nutrition as an opportunity to teach lifelong health habits are discussed as well as outlining the proper portions for children in various stages of growth. How to pack appealing lunchboxes, meals and snacks with menu plans and creative ideas. Also discussed; Growth “spurts” and nutrition, Nutrition and mood, food as a reward, and myths and results of recent studies.

Common Pediatric Illnesses

Again, basic home nursing principles are used as a model for this Segment. Discussion of the most common pediatric illnesses, protocol, and the parent as the first resource, along with other resources; the pediatrician, pharmacist, etc. are covered. Charting medications and care-practices to provide parents with detailed information. The importance of following parental guidelines at all times is given emphasis.

Creative Play

Play is the work of children and the way in which they learn. The role of the environment, and the availability and the interest of the nanny are emphasized as factors in maximizing the creative experience. The nanny as initiator for arranging social interaction for their children (“playdates”) is emphasized as a basis for healthy social development. Ideas and resources for nannies are provided which relate directly to each area of growth & development; physical, cognitive, social & psychological. Each participant develops a “Play plan” for each child in her/his care specifically tailored to the child’s preferences and developmental stage.

InfantSaver/HeartSaver CPR

As opposed to one four-hour class, CPR is taught and practiced at the majority of class meetings. Effective January 1, 1998 the American Heart Association no longer required the layperson to take a written test. Instead emphasis is on the psychomotor skills involved. It is believed that like riding a bike, once the body “knows what to do” in the given situation, it will automatically do it. The basic principles of CPR are repeated over and again at each class. Nannies are asked to practice at home on dolls to reinforce hand positions and certain steps. At weekly classes, repeated practice on manikins, review of the video, review of the principles and the use of high tech teaching tools should result in high retention of information. Nannies continue to practice on an ongoing basis.