Early Childhood Care and Daycare Assistant Level 2

About this module

Level 1 taught you to care for children. Level 2 teaches you to notice, plan, record and run the place well.

Who it is for. People who have finished Early Childhood Care and Daycare Assistant (Level 1), or who can show the same skills. National Proficiency II covers varied work, mostly routine, under limited supervision.

CTVET status. No early-childhood or daycare programme was found on CTVET's list of accredited programmes. No source found says the Social Welfare daycare-attendant courses are CTVET-accredited either. This module is a practical short course and is not a CTVET curriculum. Certificates are from the Hub, not from CTVET. It follows CTVET's format so it can be put forward later.

The hard gate (never crossed in this book). A daycare assistant does not:

diagnose any illness, delay or disability, or put a label on a child;
give any medicine, ointment, injection or home remedy, except a medicine a parent has written down and signed for on the medicine chart (see Unit 3), and never a medicine for fever or malaria on your own judgement;
treat a wound, a burn, a fit or an allergic reaction beyond the awareness steps you learn here and on a certified first-aid course.

You observe, protect, record and refer. In an emergency, call 112 and take the child to the nearest health facility.

Law and guideline status. Day-care centres are covered by sections 115 to 120 of the Children's Act 1998 (Act 560). Each District Assembly makes its own bye-laws and fees. The most detailed Ghana standard found is the Accra guideline for day-care centres in and around markets. It is a good-practice guideline, not a law, and its numbers (ratios, space) may differ from your district's bye-law. Always confirm with your district Social Welfare and Community Development office.

Bridge from Level 1: what you already know

Safety, protection and hygiene: handwashing, clean rooms, safe sleep, and your duty to report abuse (Act 560 section 17)
Development from birth to five: what children usually do at each age
Daily routines: arrival, play, meals, rest, hand-over
Play and learning with local materials; stories, songs and games
Health and referral: immunisation, malaria nets, spotting a sick child, the incident report
Behaviour and parents: kind guidance, no hitting, talking with parents
Business basics: licence overview, small business ideas

Level 1 told you what children usually do. Level 2 teaches you to watch one child over time, write it down, plan for that child, and talk with the family. It also gives you the systems a real daycare needs: feeding and hygiene routines, premises checks, ratios, records, a budget and a fee list.

How the module works

Each unit has learning outcomes, performance criteria, the range and the evidence your assessor needs. You are judged Competent or Not Yet Competent. Each unit ends with a homework task and a Check yourself quiz of three questions. At the end there is a 12-question self-check quiz. Your logbook is part of your assessment evidence.

All money figures in this book that are marked example are made up for practice. Real prices change, so always survey three nearby centres and shops before you decide anything.

Unit 1 · Observing and recording children's development

A child cannot tell you what they cannot do yet. You notice, you write it down, and you tell the family kindly.

Competency standard

Learning outcome	Performance criteria — the trainee…
1.1 Observe a child fairly	watches one child for a set time and writes only what was seen and heard
1.2 Use a milestone checklist	compares what was seen with a checklist for the child's age and records it dated
1.3 Spot signs that need a referral	names the warning signs and the right next step
1.4 Talk to a parent and refer	holds a private, kind conversation and writes a referral note without diagnosing

Range. Children from birth to five in a daycare or nursery. Evidence. Three observation notes; one completed checklist; one parent conversation role play; one referral note.

Why we observe

Observation shows you what a child can do now, what they enjoy, and where they may need help. It also helps you plan the next activity (Unit 2) and gives parents real information instead of a general comment. The Ghana guidelines expect a personal file for each child and say that children's information must be kept private.

A fact or an opinion? A fact is what you can see or hear: "Kofi stacked four cups and then knocked them down." An opinion or a label is what you think: "Kofi is slow" or "Kofi is clever". Write facts only. Labels hurt children and you are not trained to give them.

Five ways to observe

Method	How	Good for
Short note	Write 3 to 5 lines when something stands out	Daily, quick
Timed watch	Watch one child for 5 minutes and write what happens	Play, language, friends
Checklist	Tick what the child can do against an age list	Milestones
Work sample	Keep a drawing, a model or a dated scribble	Hand skills, progress over time
Daily diary	Short parent note at hand-over	Eating, sleep, mood

Photos of children are only taken with the written permission of the parent. Do not post a child's face or name online without that consent.

A five-minute timed observation

Tools: pencil, observation sheet (below), a watch or phone clock. Materials: one child at play, with the centre's permission.

Choose one child. Stand or sit where you can see the child but do not interrupt.
Write the date, time, child's first name or initial, age in months, and where the child is.
Look at the clock. Watch for exactly five minutes.
Write what the child does and says, in order. Use words like "picked up", "said", "looked at". Do not write "wanted", "tried to annoy", "lazy".
After five minutes, write one thing the child did well and one thing to try next (for example "offer a bigger cup").
Sign and date it. File it in the child's folder.
Check yourself: could someone else picture exactly what happened? If you used a label, rewrite it as what you saw.

Common mistakes and fixes. Writing opinions (cross them out and rewrite); watching two children at once (watch one); interrupting to help (let the child try first, unless there is danger).

Using a milestone checklist

The milestones below come from the US Centers for Disease Control checklist "Learn the Signs. Act Early." (revised 2022). They list what most children (at least 75 out of 100) do by that age. This is a foreign reference, used because the Ghana 0-to-3 standards milestones were not available to us. They are not a test. A child who has not yet done something is not necessarily delayed. Children grow at different speeds. Here they are in our own words:

Age	Social and feelings	Language	Thinking	Movement
2 months	Calms when spoken to or picked up; smiles at you	Makes sounds other than crying; reacts to loud sounds	Watches you move	Lifts head on tummy
4 months	Smiles on own to get attention	Coos; turns to a voice	Looks at own hands	Holds head steady; reaches for toy
6 months	Knows familiar faces	Takes turns making sounds	Puts things in mouth; reaches	Rolls over; leans on hands to sit
9 months	Wary of strangers	Repeats sounds; raises arms to be picked up	Looks for dropped things	Sits alone
1 year	Plays pat-a-cake	Waves bye-bye; understands "no"	Finds a hidden toy	Pulls to stand
18 months	Points to show you things	Says three or more words	Copies chores like sweeping	Walks alone
2 years	Notices when others are hurt	Two-word phrases	Plays with more than one toy	Kicks a ball; runs
3 years	Joins other children	Back-and-forth talk; says own name	Draws a circle	Strings large beads
4 years	Pretend play; helps others	Sentences of four or more words	Names colours	Catches a large ball
5 years	Takes turns; follows rules	Tells a story with two events	Counts to 10	Hops on one foot

Fill in a checklist for one child

Work out the child's age in months. Choose the row for that age or the nearest younger row.
Over two weeks, watch for each skill in the row (Social, Language, Thinking, Movement). A skill seen only once may be luck. Look for it on at least three different days.
Write Yes, Sometimes or Not yet for each, with the date you saw it.
If a skill is "Not yet", look at the row for the age below. Is that skill there? Write that too.
Add the child's strengths. Every child has some.
Show your sheet to your supervisor before you speak to any parent.
Check: did you write only what you saw? Did you avoid words such as "delayed", "slow", "backward"?

Warning signs: when to tell the family and suggest a health check

You do not diagnose. You notice a pattern and you pass on the facts. Tell the parent when you see one or more of these over time (these ages are from the CDC checklists):

No reaction to loud sounds by 2 months, or does not turn to a voice by 4 months
No babbling or repeated sounds by 9 months
Does not look at faces, or does not follow a moving object with the eyes
Not walking by 18 months, or fewer than three words by 18 months
A child who loses a skill they had before (for example stops talking or walking)
Seems very stiff or very floppy, or never uses one side
Does not play or interact with people, or is very unresponsive

Also pass on any worry about how a child sees or hears. Hearing and vision are not routinely screened for young children everywhere in Ghana, so a parent may not know. Do not use the words "deaf", "blind", "autistic" or "slow". Say what you saw: "Ama does not turn when I call her from behind. I wonder if she should have her hearing checked."

Talking with a parent about a worry

A kind, private conversation (role play)

Ask your supervisor first. Agree what will be said and who will speak.
Choose a private moment and place, not at the gate with other parents listening.
Start with something good the child can do.
Say what you saw, with dates: "On Monday, Tuesday and Thursday Kofi did not point to things."
Say what you do not know: "I cannot say why. I am not a doctor."
Ask the parent what they see at home. Listen without interrupting.
Suggest the next step: "Please ask the nurse at the child welfare clinic or the doctor to check how Kofi is growing." Offer to give a written note.
Agree when you will speak again, for example in two weeks.
Write down the conversation and file it. Keep it private.

Common mistakes and fixes. Saying "your child has a problem" (say what you saw); promising the child will be fine (you cannot know); gossiping with other staff or parents (keep it private); giving advice about treatment (refer only).

The referral note

A referral note is a short, factual page to take to a health worker. It is not a diagnosis. Ghana's guidance on who receives referrals for developmental concerns was not verified. The usual first stop is the child welfare clinic or the district hospital, and the district Social Welfare office can advise on support. Phone the district health directorate and Social Welfare office to confirm where to send families in your area.

Child's name, date of birth, parent's name and phone number
Date and your name
What was seen, with dates (3 to 5 lines)
What the child can do well
What the family has noticed and said
What you have already done in the daycare (for example "sat the child near the speaker")
No labels, no medicine advice, no guess about the cause
Signed by you and your supervisor; a copy filed

What nobody has told you. Many families wait because they are afraid of a label or of what neighbours will say. Your kind, factual note is often the first step. Early help can make a big difference, but only the health worker can say what is happening.

Keeping observations private and useful

Keep notes in the child's personal file, in a locked cupboard.
Share them only with the parent, the manager and the health or social worker.
Review each child's notes once a month. Ask: what is new, what has stayed the same, what should we try next?
Keep child files at least 3 years after the child leaves.

Fact or opinion, and milestone matching

Part A. Write F for a fact or O for an opinion. (1) "Abena is shy." (2) "Abena stayed next to the door for ten minutes and did not join the game." (3) "Yaw is lazy at eating." (4) "Yaw ate three spoonfuls of porridge and pushed the bowl away." (5) "Efua cannot talk." Part B. A child is 18 months old. In the last two weeks you saw the child walk alone on four days, say "mama", "dada" and "ball", and point to show you a cat. Is any warning sign present? What do you do? Part C. A child aged 9 months has never made repeated sounds like "ba-ba" and does not react when you clap behind her. What do you do? What do you not do?

Observe a child at home or in your family (with permission)

With the parent's permission, watch a child aged under five for five minutes on three different days. Write three observation notes (facts only). Choose the checklist row for the child's age and write Yes, Sometimes or Not yet. Bring them to class. Do not share names outside class.

Check yourself

Why do we write only facts when we observe a child?
Name three signs that mean you should talk with the family about a health check.
A parent asks, "Does my child have a problem?" What do you say?

Unit 2 · Planning a daily programme and learning activities by age

Children learn by playing. A good plan makes sure that every child gets time to move, talk, rest and be loved, every day.

Competency standard

Learning outcome	Performance criteria — the trainee…
2.1 Plan a daily timetable	writes a timetable for a full day and a half day, with the right mix of activities
2.2 Plan a weekly programme	links activities to the skills in the child's age group
2.3 Write and run an activity plan	writes a one-page plan, runs it safely and records what happened
2.4 Use local materials safely	makes or chooses toys that pass the safety test

Range. Groups of babies under 2, toddlers 2 to 3, and children 3 to 5. Evidence. Timetable; weekly plan; two activity plans with run notes; materials safety check.

What the Ghana guidelines say

Learning in a day-care centre is through play. No subjects are taught, and a day-care centre does not use the kindergarten curriculum. Children aged 3 to 6 build creativity, pre-reading and pre-number skills, small-hand skills and language through talking, singing and being read to. Officials visiting Accra day-care centres in 2024 criticised long television time and teaching reading and writing from books to very young children. The centre should display a timetable and a menu chart. Half-day hours are 8 a.m. to 12 noon and full-day hours are 8 a.m. to 5 p.m., though other times can be agreed with parents. Babies under 2 follow their own feeding and sleep times.

A balanced day

A good day has a mix of:

Welcome and hand-over (greet each child by name, look for signs of illness, sign in)
Free play (children choose)
One planned activity (you lead it, for one skill)
Outdoor play (supervised, running, climbing, balancing)
Meals, snacks and water
Rest or sleep (on the child's own mat)
Story, song and quiet time
Wash and clean-up (hands washed before eating, after toilet, between activities, before leaving)
Hand-over (daily note to parent)

Example timetable (a teaching example, not an official timetable): 7:30 get the room ready; 8:00 arrival and health look; 8:30 wash hands, free play, songs; 9:00 planned activity; 9:45 snack and water; 10:15 outdoor play; 11:30 story and quiet time; 12:00 lunch; 1:00 rest on mats; 3:00 wash and snack; 3:30 play and tidy; 4:45 hand-over and sign-out. (Built from the points in WIEGO-Guidelines and GNA-Daycare-2024.)

Planning a week

Use a grid. Fill in one planned activity per day for each age group. Over the week cover talking and listening, moving, hands, counting and sorting, creativity (drawing, music, make-believe), and feelings and friends. The 15 responsive-caregiving indicators in the Ghana guidelines include narrating what is happening, using songs and rhymes, helping children name feelings, offering chances to run and to use the hands, comparing quantities and matching one thing to one thing. Use them as your guide.

Day	Babies (under 2)	Toddlers (2 to 3)	Children (3 to 5)
Mon	Tummy time and talking	Name body parts in a song	Counting stones
Tue	Peek-a-boo with cloth	Block-in-container game	Sort leaves by size
Wed	Hold and shake a safe rattle	Water play with a cup (supervised)	Retell a story with drawings
Thu	Mirror play	Copy sweeping	Pretend market with empty tins
Fri	Sing and rock	Scribble with chalk on card	Clapping rhythm and ball game

(Example weekly plan built from the activity bank below. Ideas for local games are adapted from common practice and the sources listed.)

Activities by age (activity bank)

All ideas use things found at home or in the market. Check each one against the safety test below.

0 to 6 months. Tummy time on a mat while you talk and sing; face-to-face talk; a mirror; holding a bright cloth to look at. 6 to 12 months. Peek-a-boo; hiding a toy under a cloth; stacking plastic cups; banging a pot with a wooden spoon; pat-a-cake. 1 to 2 years. Putting large bottle tops into a tin; pushing a box; scribbling on cardboard; water play in a bowl with an adult at arm's length; copying sweeping. 2 to 3 years. Simple cardboard puzzles; threading large dried seeds or cut straws on a string; naming body parts; "washing" a doll. 3 to 5 years. Counting stones; sorting leaves and seeds; pretend market; drawing in sand; retelling an Ananse story; clapping rhythms; hopping and ball games.. The ideas are teaching examples built from the learning skills and age checklists.

Akan games and songs. The Akan games Kyerɛ Wo Ti (body-part pointing), Antoakyire (circle game), Awoda Agorɔ, Asɔbaa (jump game), Ampe (jumping and clapping) and Pilolo (a searching game) are described in studies of Akan children's play. We have not found written Twi or Fante lyrics online. Ask an elder, a parent or a trainer who speaks the language to teach the words, and write them in your logbook as "traditional, check wording with a speaker". Ask the children's parents for the songs they sing at home.

The materials safety test

Choking: can any part fit through a toilet-roll tube? If yes, it is too small for a child under 3 (a rule of thumb, general safety advice, not a Ghana rule)
Sharp edges and splinters: rub smooth or cover with tape; check each day
Non-toxic: no used paint, chemicals or medicine containers; toys of wood or non-toxic material
Strings and ropes: short only, never around the neck; adult watching
Water: a basin of water is a drowning hazard; always an adult within arm's reach, and empty it after use
Clean: wash toys that went in mouths, with soap and water, every day
Sealed rattles: a bottle with dry beans must be tightly closed with glue and tape and checked each day (example idea)

Writing an activity plan

One-page activity plan

Tools: paper, pencil. Materials: whatever the activity needs.

Title and age group (for example, "Counting stones, 3 to 5 years").
Skill (one only): for example "matching one stone to one finger".
Time and place: 15 minutes, a shaded mat outdoors.
Materials: 30 smooth stones of a safe size, a basin to put them in, a mat.
Safety check: stones large enough that none fits through a toilet-roll tube; a second adult watches stones are not put in mouths.
Steps: (a) Sit in a circle. (b) Show three stones and count together in the children's home language. (c) Give each child a small group of stones. (d) Ask children to line up the stones and count. (e) Ask "Who has more? Who has fewer?" (f) Sing a counting song. (g) Collect all stones and count them back.
Help for children who need it: a smaller number; hand-over-hand help; a picture of numbers.
Extension: use leaves, then add one more.
After the activity, write: who joined, what they said or did, what to change.
Check yourself: is it fun? Is it one skill? Is it safe?

Common mistakes and fixes. Too many skills in one session (keep one); too long (stop when children lose interest, often 10 to 20 minutes for 3 to 5 year olds); no safety check (do it first).

What nobody has told you. Children under 3 may spend a whole session just touching, tasting and banging. That is learning. Do not rush them to "finish" a task or "perform" for visitors. A parent who asks "When will my child learn to read?" needs to hear that talking, singing and play are the way to get there.

Plan the numbers and the day

Part A. A morning group has 3 babies, 8 toddlers and 14 children aged 3 to 5. One adult is working in each age group. Write the timetable slots for a half day (8 a.m. to 12 noon) using the day structure above. Part B. Choose an activity from the bank. Write a one-page plan with a safety check. Part C. The Level 1 ratios are 1:5 under 2, 1:10 for 2 to 3, and 1:15 for 3 to 4. Using these, how many adults does this morning group need at least?

Weekly plan

Write a weekly plan for one age group of your choice using the grid. For each day, name one skill and one activity. Ask a mother or an elder for one traditional song or game, write it down and mark it "traditional, check wording with a speaker".

Check yourself

Why do day-care centres in Ghana teach through play and not through lessons?
What is the toilet-roll tube test for?
Name three parts of a balanced day.

Unit 3 · Nutrition and feeding at daycare; allergy awareness; hygiene systems

A daycare's food and water must be safe before it is nutritious. Clean hands, clean water and a careful eye at every meal.

Competency standard

Learning outcome	Performance criteria — the trainee…
3.1 Plan a safe menu	writes a one-week menu that follows the centre's rules and the parent's information
3.2 Feed children safely	follows the safe-feeding steps for babies and older children
3.3 Know allergy awareness steps	records allergies and follows the rule that carers do not treat
3.4 Run a hygiene system	sets up handwashing, cleaning and nappy routines with a checklist

Range. Babies, toddlers and children up to 5 in a daycare kitchen and dining area. Evidence. Menu; feeding record; allergy form; hygiene checklist; handwashing demonstration.

What the Ghana guidelines say about food

Meals at the centre should be nutritious and follow Ghana Health Service dietary advice. Full-day children are offered a midday meal or a packed lunch. The centre asks parents about allergies, always has safe drinking water, and an adult supervises meals. Food handlers wash hands before cooking and after the toilet. Babies are held while bottle feeding, preferably by the same worker each time, and baby feeding equipment must be cleaned and sterilised properly. If a child has a feeding difficulty or seems neglected, document it and ask the parents to seek medical attention.

The Ghana Health Service's own feeding guideline and food-based guidelines were not found. Until you can get a copy from your district health directorate, use the guidance below and ask the district nutrition officer or a child health nurse to check your menu.

Babies and young children: feeding basics

WHO and UNICEF advise exclusive breastfeeding for the first six months, then safe, nutritious foods added from six months while breastfeeding continues to age two or beyond. WHO recommends a variety of foods: fruits and vegetables, animal-source foods, nuts, pulses and seeds. How often to feed and how much at each age was not verified in a page we read. Follow the child's health record card and the nurse's advice, and ask the parent for the child's usual feeding pattern.

Centre rule for this course. The centre uses mother's expressed breast milk or feeds supplied by the parent. A carer does not prepare infant formula unless the parent has given written instructions and a nurse has shown the correct method. If powdered formula is used, WHO advice is to prepare it fresh for each feed with water at or above 70 °C and to wash feeding equipment in hot soapy water with a brush. WHO also prefers cups to bottles because bottles are harder to keep clean. This is a safety decision for the course, not a Ghana rule.

A sample menu (example)

This is a teaching example, not an official menu. Ask a nurse or nutrition officer to check yours. Foods are Ghanaian staples; no one local rule was found for portion sizes.

Day	Morning snack	Lunch	Afternoon snack
Mon	Pawpaw pieces; water	Rice with light soup and fish (bones removed)	Boiled plantain
Tue	Orange segments; water	Beans and gari with a little oil	Koko (millet porridge)
Wed	Ripe banana; water	Fufu with light soup, mashed (no bones)	Boiled egg
Thu	Mashed avocado on bread; water	Kontomire stew with yam	Pawpaw
Fri	Orange; water	Jollof rice with chicken pieces (small)	Roasted groundnut paste on bread (check allergies first)

Menu rules (practical):

Include something from each of: grains or roots (rice, yam, gari, plantain), protein (fish, egg, beans), vegetables and fruit (kontomire, pawpaw, orange), water.
Keep sugar and salt low; avoid fizzy drinks and sweets.
Match texture to age: mashed and soft for babies who have started food; small soft pieces for toddlers; no bones in fish or meat.
Ask each parent about foods the child must not have, and about the family's religion or customs.
Display the menu chart where parents can see it.

Safe feeding step by step

Safe feeding at mealtime

Tools: clean bowl, cup, spoon, bib, damp cloth, soap and clean water at a child-height handwashing point. Materials: food and drinking water.

Check the list. Look at the child's allergy and diet record before you serve. If the food is not on the child's list, do not give it.
Wash your hands and wash the children's hands with soap and clean water.
Sit the child upright at a table or on your lap. Do not feed a child who is lying down, running or crying hard.
Check the food temperature on the inside of your wrist or with a clean spoon. It must not be hot.
Offer small spoonfuls. Wait until the mouth is empty before the next one. Talk to the child. Never force food.
Never leave a feeding child alone, even for a moment. An adult sits with the children during the whole meal.
Babies are held for bottle or cup feeding, preferably by the same worker each time. Never prop a bottle.
Watch for choking signs: coughing, gagging, not able to cry or breathe, blue or pale face. Call another adult at once. If the child cannot breathe or cough, call 112 and use the choking steps you were taught on a certified first-aid course.
Offer water during and after the meal.
Record what and how much the child ate and any problem.
Wipe faces and hands, clear the table, wash dishes in hot soapy water, and let them air dry.
Check yourself. Did you read the allergy list first? Were the child's hands washed? Were you with the child throughout?

Common mistakes and fixes. Leaving children to feed themselves unwatched (always supervise); giving whole groundnuts, hard raw carrot, whole grapes or large chunks to small children (cut small or leave out; this list of choking foods is general safety knowledge, not from a cited Ghana source); sharing cups and spoons (each child has their own).

Allergy awareness: record, prevent, call for help

An allergy is when the body reacts badly to something harmless to most people, such as a food or an insect sting. Carers do not diagnose allergies and do not treat them.

At admission ask: "Does your child have any allergy? To what food or thing? What happens? What does the doctor say?" Write the answers on the child's form (the Ghana admission form asks about allergies, illnesses and immunisation)
Put the allergy on a card by the kitchen and the child's mat, with the child's name; keep it private from visitors and other parents
Check every meal against the list; if in doubt, do not serve it
Do not allow food sharing between children
Wash hands and surfaces after serving a food that causes allergy problems
Tell every new worker and every substitute about each allergic child

If a child has a reaction (for example sudden swelling of the lips or face, a rash, trouble breathing, repeated vomiting after a meal, very sleepy, or collapses):

Stop the food. Stay with the child. Shout for another adult.
Call 112 or go to the nearest health facility at once. Do not wait to see if it gets better.
Do not give any medicine or injection yourself. Only a trained health worker gives treatment. If the parent has given you a written plan from a doctor, show it to the ambulance crew or the health worker at once and follow the instructions of that health worker.
Keep the child calm and comfortable. If the child is struggling to breathe, let the child sit upright; if the child is unresponsive and not breathing, you need CPR training from a certified course.
Call the parent. Write the incident report (Unit 5).

You must take a certified first-aid course (St John Ambulance Ghana, Ghana Red Cross or similar). The availability and fees of courses in Western Region were not verified: phone the offices to find out.

Medicines at the centre

The Ghana guideline says medicine is given only with a parent's consent, the medicine must be labelled, and the dose, how often and for how long must be written down. A medicine chart is signed by both the parent and the staff member. For this course, a daycare assistant only gives a medicine that a doctor or nurse has prescribed to that child, in its original labelled container, exactly as the parent has written and signed. The assistant does not decide about fever medicine or malaria treatment: any fever means the child goes to a health facility for a test the same day (reasoned from WHO-Malaria; this is course practice, not a Ghana rule).

Never. Never give a leftover medicine from another child or from the staff room. Never give a "herbal" remedy or a drink to bring a fever down. Never give any medicine to a baby under 3 months with a fever: take the baby to a health facility at once.

Illness and when to send a child home

Workers, children and parents must stay home when sick and visit a health facility. The centre reports suspected public-health issues promptly to the manager and parents and follows Ghana Health Service advice. How long a child stays home is not verified for Ghana: ask the district health directorate and write your centre's rule down. Any child who has a fever above 38 °C, who is not drinking, who has a rash that does not fade when pressed, trouble breathing, a fit, or who is very sleepy and hard to wake needs a health worker the same day, and the last four need an emergency, which is foreign UK advice. Because malaria is common in Ghana, any fever means a visit for a test. Check the child's immunisation record at admission and remind parents when a dose is due; you never give or "make up" a vaccine.

The hygiene system

Hygiene works when it is a system with times, places and a checklist, not left to memory.

When to wash hands: children on arrival, between activities, after the toilet, before eating and before going home; workers before preparing food, after the toilet and after nappy changes. The handwashing point must be at child height with clean water. The WHO method, shown on secondary copies, takes 40 to 60 seconds of washing with soap.

Set up and test a handwashing point

Tools: a bucket with a tap or a container with a lid and tap, a soap holder, a basin or drain, a small stool. Materials: soap, clean water, single-use cloth or clean towel that is washed daily.

Place the point at child height near the toilet and the dining area, out of the way of the door.
Fill the container with clean water; make sure there is a safe place for dirty water to go.
Put soap where children can reach it but cannot swallow it (a bar in a net, or liquid soap).
Show the steps with a poster: wet; soap; rub palms, backs of hands, between fingers, thumbs, fingertips; rinse; dry.
Practise with the children while singing a short song so they rub long enough (the 40 to 60 second figure is from a secondary page; check the exact time with your health officer).
Check every morning: water, soap, towel, no puddles.
Record on the checklist.
A tippy-tap or other low-cost design was not verified in a cited Ghana source: ask your district health or environmental health officer for a tested design.

A hygiene routine and checklist

Before opening: sweep and wipe floors and surfaces with soapy water; check toilets and potties; fill the handwash container; air the room.
Nappy change (use seven clear steps, adapted from a US public-health source): (a) cover the changing surface with a clean liner and gather supplies; (b) lay the child down, never leave the child alone on the table; (c) remove the dirty nappy and clean the child from front to back with wipes or a clean wet cloth; (d) put the dirty nappy and wipes in a lidded bin or washable bucket; (e) put on a clean nappy and dress the child; (f) wash the child's hands with soap and water; (g) clean the surface, then wash your own hands. Cloth-nappy washing and drying routines were not verified: use one hot wash with soap, rinse, and dry in the sun if you can, and ask the nurse.
Blood or body-fluid spill: wear gloves or plastic bags on your hands, never touch blood with bare hands. The Ghana guideline's first-aid annex suggests 100 ml of bleach in 10 litres of water for cleaning blood spills.
Toys and mats: wash toys that went in mouths each day; wash mats and blankets weekly or when soiled; each child has their own mat and blanket.
Kitchen: keep clean; separate raw and cooked food; cook thoroughly; keep cooked food above 60 °C or in a fridge below 5 °C if you have one; use safe water (WHO Five Keys).
Waste: use lidded bins, empty daily, and keep the area away from the kitchen and playground.
End of day: wash dishes, wipe tables, close the bins, lock the first-aid box and kitchen store.
Tick the checklist (below) and sign.

What nobody has told you. Most sickness in daycare spreads on hands, cups and towels. A shared towel can undo a good handwash. Every child gets their own cup, mat and blanket, and a single-use or daily-washed cloth for drying.

Menu cost and portions

Part A. A daycare gives lunch to 20 children for 22 days in the month. If a child's lunch costs GH¢5 (example) in ingredients, what is the monthly lunch cost? Add a morning snack at GH¢1.50 per child per day (example). What is the total? Part B. The cook buys a 25 kg bag of rice at GH¢420 (example). If one portion is 60 g of dry rice, how many portions are in the bag? What is the rice cost per portion? Round to the nearest pesewa. Part C. Write one allergy card for a child who is allergic to groundnuts. What must the card say? What do you do if the child reacts?

A one-week menu and a hygiene walk

Write a one-week menu for children aged 2 to 4 using foods sold in your market, with prices. Mark each food that could cause a choking or allergy risk and say how you would handle it. Walk around your own home or the trainer's centre and fill in the daily hygiene checklist.

Check yourself

Who may give a child medicine at the daycare, and what must be written first?
A child has swelling of the lips and trouble breathing after lunch. What are your first three steps?
Name four times when children must wash their hands.

Unit 4 · Including children with disabilities; working with families

Every child belongs. You change the room, the routine and your own way of speaking so that every child can take part.

Competency standard

Learning outcome	Performance criteria — the trainee…
4.1 Explain inclusion	states what the Ghana guidelines and policy say about children with disabilities
4.2 Adjust the room and routine	makes at least five simple adjustments for a child with a need
4.3 Work with a family	holds a respectful meeting and agrees next steps with the parent
4.4 Know the support network	names who to ask for advice and does not diagnose

Range. Children with mobility, hearing, vision, speech, learning or other needs, in a daycare room. Evidence. Adjustment plan; parent meeting role play; support list.

What the law and guidelines say

The Ghana guidelines say day-care services should promote equality and non-discrimination, including for disability. The premises should be disability-friendly, with at least one toilet designed for children with special needs; the head of the centre should know about disabilities and work with the relevant agencies; and an admission policy for children with disabilities is on the quality review checklist. Admission is on the parent's request, with no entrance test. The revised National ECCD Policy 2025 to 2029, launched on 26 February 2026, adds Inclusion as one of its six domains. The Persons with Disability Act 2006 (Act 715) exists; we did not read the full text and found no clause about early-childhood screening.

The big ideas

Every child is a child first. Learn what the child can do, likes and needs.
The family knows the child best. Ask them what works.
You do not diagnose. You describe what you see, and the family and health workers decide the rest.
Small changes help everyone. A picture timetable helps all children.
Never talk about the child in front of them as if they were not there.
Never hide or leave out a child. Staying home is not a solution.

Simple adjustments (examples)

Need	Simple adjustments
Moving (cannot walk, uses crutches or is unsteady)	Ground floor; wide clear paths; a ramp; stable low seat; activities on the floor or at table height; ask the family about safe lifting and carrying
Hearing (hears little or not at all)	Face the child and speak clearly; use gesture and pictures; get the child's attention by touch or a wave; seat near the front; check the child can see your face; use a visual timetable; learn basic signs from the family
Seeing (sees little or not at all)	Keep floors clear and furniture in the same place; describe things in words; let the child touch and explore; use bright contrasts and large pictures; tell the child before you touch them
Speaking or understanding	Short sentences; give time to answer; pictures and gestures; repeat and show; praise attempts
Learning more slowly	Break an activity into small steps; show and let the child try; repeat often; praise small gains
Behaviour and big feelings (cries or hits a lot)	Predictable routine; warn before changes; a quiet corner; name feelings; consistent, calm adult; talk to the family (do not label)
Eating and drinking (difficulty chewing or swallowing)	Ask the parent and health worker for advice; extra time; sit upright; never force; stop and call for help if choking

(Teaching suggestions built from general inclusion practice; not individually sourced to a Ghana page. Check with the family and a health worker.)

Make a visual timetable

Tools: scissors, glue, marker, chart paper. Materials: cards, simple pictures cut from old magazines or drawn by hand.

List the main parts of the day (arrive, play, wash hands, snack, outside, story, lunch, rest, go home).
Draw or paste a simple picture for each on a card the same size.
Put them in order on the wall at children's eye level, using sticky paste or string and pegs.
At the start of the day, show the children what comes first, second, next.
After each activity, move a card to "done".
Warn before changes: "Two more minutes, then we wash hands".
Check: can a child who cannot hear or read still follow the day?

Working with families

Parents are partners. The Ghana guidelines say centres should meet parents at least once every three months, give daily information about each child, display a complaints procedure (who to complain to, how fast they respond, how to appeal) and share information in languages that parents speak.

Run a parent meeting about a child's needs (role play)

Plan with your supervisor: who will speak, what you will share, what you will ask.
Invite the parent kindly and offer a time that fits their work.
Welcome them; sit side by side, not across a desk.
Start with what the child enjoys and can do.
Ask the family to tell you about the child: what helps, what upsets, how they communicate, any health worker advice, any routines at home.
Share what you have seen using your observation notes (facts only).
Agree two or three simple actions for the centre and for home.
Write them down; give the parent a copy; set a date to review.
Thank the parent. File the notes privately.

Common mistakes and fixes. Talking too much (listen more); using jargon (use plain words, and the home language); blaming (focus on what we can do together); promising a cure (never).

When the family does not agree, or is afraid

Some families are afraid of stigma, or may believe a child's condition is a punishment or a spiritual problem. Do not argue or judge. Listen, stay kind, keep the child welcome, and keep offering simple information about a health check. If you think a child is being neglected or harmed, you must report it: any person who knows of a child in need of care and protection must report to the Department of Social Welfare and Community Development. The Helpline of Hope (a government line from the Ministry of Gender, Children and Social Protection) is 0800 800 800 and 0800 900 900. Confirm these numbers with your district Social Welfare office and put them on the wall.

Who can advise

The Ghana guidelines say the centre head should liaise with the relevant agencies. Named in sources are the district Social Welfare office, Ghana Health Service child welfare clinics and the district hospital, Ghana Education Service special education, and the National Council on Persons with Disability. The actual referral pathway and Western Region contact people were not verified. Phone and write a local support list in your logbook with names, phone numbers and what each offers.

What nobody has told you. Hearing and sight problems in young children are often found late. The simplest early help is to notice and say. A child who "does not listen" may not hear. A child who "bumps into things" may not see well. Describe it, refer it, and do not judge it.

Plan for Kojo

Kojo is 3. His mother says he has a weak left leg and walks slowly with a limp. The doctor has told the family to do exercises at home. Your daycare has a step at the door, a muddy yard and a high toilet seat. Part A. Write five adjustments you would make. Part B. What would you ask Kojo's mother? Part C. What must you not do?

Local support list and a picture timetable

Phone or visit two offices (for example, the district Social Welfare office and the child welfare clinic) and write down what they offer for children with disabilities and how a family asks for help. Draw a picture timetable for your own day or a daycare day. Bring both to class.

Check yourself

Does the Ghana guideline say a daycare may refuse a child with a disability?
Give three simple adjustments for a child who cannot hear well.
A parent asks you to treat their child's condition with a home remedy. What do you say?

Unit 5 · Premises safety, ratios, emergency plans and records

The best emergency plan is the one that stops the emergency. The second best is the one everyone has practised.

Competency standard

Learning outcome	Performance criteria — the trainee…
5.1 Check premises for hazards	completes a daily and a monthly safety check with fixes recorded
5.2 Apply ratios and space rules	works out how many staff and how much space are needed
5.3 Prepare an emergency plan	writes and practises an evacuation and a first-aid plan
5.4 Keep records	fills in the register, incident report and child file correctly

Range. A daycare room, kitchen, toilets and yard. Evidence. Completed checklists; ratio calculation; emergency plan and drill record; sample records.

The premises: what to check

The Ghana guidelines expect: a fenced compound with a lockable gate that children cannot open; smooth, cleanable floors; good light and air; a waterproof roof; no sharp objects or harmful plants outside; standing water drained and bush cleared (snakes and mosquitoes); hazardous items such as petrol, gas and bowls of water out of reach; covered sockets and no loose cables; hot water and cooking fires away from children; a separate kitchen area with a lockable store; waste disposal; a toilet area for children with one toilet designed for children with special needs; a sickbay with a mattress; handwashing at child height; and plans approved by the Municipal Assembly. Electrical work must be done only by a licensed electrician (course safety rule). A fire certificate for premises is issued by the Ghana National Fire Service through its AFCAS system; confirm what your type of premises needs.

Gate and fence: gate locks; no gaps; no loose planks
Floor and steps: dry, no holes; no loose tiles; edges safe
Electrical: sockets covered; no loose cables; nothing wet near plugs
Kitchen and fire: children kept out; cooking fire or stove away; gas cylinder upright, outside, away from children; extinguisher in date
Water: buckets and basins covered or empty; open drains covered; clean drinking water available
Yard: bush cleared; no standing water; no broken glass or sharp metal; play equipment firm
Cupboards: medicines, cleaning chemicals, petrol and sharp tools locked away and out of reach
Toilets: clean; potties washed; handwashing point working
Sleeping area: clean mats; mosquito nets or screens (recommended; not verified as a Ghana rule); windows safe
First-aid box: lockable and out of reach of children, contents complete, emergency numbers inside
Exits: clear, unlocked from the inside during opening hours

Daily safety walk and monthly check

Tools: the checklist above, a pencil, a notebook. Materials: none.

Before children arrive, walk the whole compound, kitchen, toilets and play area with the checklist.
Look down (floor, holes, water), up (roof, ceiling fans, wires), and around (gates, fences, cupboards).
Fix what you can at once (shut a gate, move a hazard, sweep).
For what you cannot fix (broken wiring, leaning wall), keep children away, report to the manager and write it down.
Write the date, your name, what you found and what you did.
Once a month, the manager checks the walk records and plans repairs; keep the dates. Local district Social Welfare officers also inspect premises, books and records at least once a month.
Check: would you leave your own child here today?

Staff ratios and space

The Accra guideline sets the worker-to-child ratio at 1 to 5 for children under 2, 1 to 10 for children aged 2 to 3, and 1 to 15 for children aged 3 to 4. For space it says to consider about 2 square metres per child indoors for babies, and 1.4 to 1.8 square metres per child for both indoor and outdoor areas for children aged 2 to 6. Hours are 8 a.m. to 12 noon for a half day and 8 a.m. to 5 p.m. for a full day. These are guidelines for market centres in Accra. Your district bye-law may give different numbers, so check with Social Welfare.

How to work out staff: divide the number of children in each age group by the ratio, then round up. Add the groups. Always have at least two adults on site, so one can call for help while another stays with the children (a recommended practice, not from a Ghana source). Staff are over 18, healthy, trained in early childhood care by the centre, and have police clearance and references.

Ratios and space

Part A. A daycare has 12 babies under 2, 20 children aged 2 to 3, and 33 children aged 3 to 4. How many workers does it need at least? Part B. Another daycare has 7 babies, 14 children aged 2 to 3, and 20 aged 3 to 4. How many workers does it need at least? Part C. A room is 6 m by 5 m. The daycare has 6 babies and wants to add children aged 3 to 4. Using 2 m² per baby and 1.4 m² per older child for indoor space, how many older children can fit in the room if the babies use their share? Part D. The daycare leader says "We have 40 children and 3 workers, that is fine". Is it? Explain.

Emergency plans

The Ghana guidelines require an evacuation plan with mock drills, an arrangement with the nearest health facility told to parents, up-to-date parent contacts, a first-aid box with workers trained to use it, and a sickbay. The national emergency number is 112 for police, fire and ambulance; some older sources still list 191, 192 and 193, so check locally.

Write and practise an evacuation plan

Tools: a sketch of the building and yard, markers, a whistle or bell, a register, a stopwatch. Materials: none.

Draw a sketch of the building and yard. Mark exits, safe meeting point outside, the gate, the first-aid box, the extinguisher and the water.
Choose two ways out from each room.
Name who does what: one adult leads the babies (carrying or in a cot or cloth), one leads the older children, one takes the register and the first-aid box, one checks rooms and toilets.
Agree a signal (a whistle, a bell). Teach the children by song or game.
Practise without telling the children it is a game; walk calmly, hold hands, line up, count and call names from the register.
Time it with the stopwatch. Write the time and any problem.
Practise at least every term (the guideline says mock drills are required; how often was not given).
Fix what went wrong, and practise again.
Post the plan and the emergency numbers on the wall.
Check: could a new worker lead this in a real emergency?

Emergency number card and first-aid box

Write a card with: 112; nearest health facility and phone; the parent contact list location; the district Social Welfare office; your manager's phone; the Helpline of Hope (0800 800 800 or 0800 900 900).
Keep a lockable first-aid box out of reach of children. The Ghana guideline annex lists items such as gloves or plastic bags, an antiseptic recommended by the health facility, bleach and a bucket for blood spills, gauze, cotton wool, plasters, a bandage, scissors, tweezers and tissues. Any ointment or medicine should go in only if a nurse advises.
Check the box monthly and after every use; write the date; replace used items.
Every worker practises opening and using the box. Take a certified first-aid course for CPR and choking; this book does not teach those skills.
For an incident, the first adult stays with the child, a second calls 112 or the parent, a third keeps the other children calm (see "Incident report" below).

Burns, choking, bleeding, fits, snakebite, drowning. This book does not teach treatment for these. Call 112 and get the child to the nearest health facility fast. Take a certified first-aid course from the Ghana Red Cross, St John Ambulance or the Ghana National Fire Service (course dates and fees in Western Region were not verified: phone to ask). Do not put oil, toothpaste or ointment on a burn and do not give anything to eat or drink to a child who is choking or having a fit (general safety advice; confirm in your first-aid course).

Records

The Ghana guideline names these records:

Record	What it is	Keep for
General register	List of all children admitted, with dates	At least 3 years after last entry
Daily attendance register	Who came, reason for any absence	At least 3 years after last entry
Personal file for each child	Admission form, parent contacts, emergency contact (not a parent), consent for emergency medical help, health report and immunisation record, observation notes	At least 3 years after the child leaves
Incident book	Each incident written, in three copies: parent, child's file, accident file	At least 3 years after last entry
Visitors' register	Names, times in and out	Keep with the other registers
Medicine chart	Signed by parent and staff for each dose	With the child's file
Business records	Receipts, fee book, bank slips, wages	At least 6 years from the end of the tax year

Safe collection (recommended practice). Release a child only to a named person on the admission form. If someone unfamiliar arrives, phone the parent first and ask to see identity. Never release a child to a person who seems drunk or unwell.

Fill in an incident report

Tools: pen and the incident form. Materials: three copies (carbon paper, or write three times).

First look after the child (steps above). Only after the child is safe, write the report.
Write: child's name; date and time; what happened; where; who saw it; any injury; first aid given (by whom; if an adult called 112, say so); when and how the parent was told; what we will do to stop it happening again. (These fields follow the Annex 6 form in the Ghana guideline).
Facts only: "Kofi fell off the step at 10:15 and cried; there was a graze on the left knee; Ama washed it with clean water." Not: "The careless girl pushed him."
Tell the parent in person the same day; give a copy; ask them to sign.
File one copy in the child's file and one in the incident book.
Discuss with the manager how to prevent a repeat; record what changed.
Check yourself: could a stranger understand exactly what happened?

Quality check and inspection

The Social Welfare Department inspects day-care premises, books and records at least once a month and reports to the Assembly. If the centre is not run in the best interest of the children, the permit can be suspended, and then cancelled if not fixed. The guidelines' Quality Assurance Review (Annex 5) checks centre details, staff, children by age, registers, policies, menus, the emergency plan, first-aid kit, attendance and the incident register. Use these headings as your own monthly self-check.

What nobody has told you. In a June 2024 monitoring exercise in Accra, only 2 of 10 centres visited had valid licences, and one was told to close for unsanitary conditions. Clean, well-recorded and licensed is your best protection and your best advertisement.

Safety walk and records

Use the checklist to walk your own home yard or a nearby daycare (with permission). List five fixes. Draw an evacuation sketch of your house and mark two exits. Fill in one practice incident report for an imaginary child's fall.

Check yourself

What are the three ratios in the Accra guideline?
Who should a child be released to at the end of the day?
A child falls and cuts their lip badly. Name your first three actions.

Unit 6 · Costing a daycare and setting fees

A daycare that does not add up will close, and the children lose their place. Count first, then charge.

Competency standard

Learning outcome	Performance criteria — the trainee…
6.1 List the costs	names start-up costs and monthly running costs
6.2 Work out the cost per child	divides total monthly cost by the number of children
6.3 Set a fee and find the break-even number	chooses a fee and calculates how many children are needed
6.4 Know the legal and wage costs	applies minimum wage, SSNIT and registration facts

Range. A small daycare of 15 to 30 children. Evidence. Costing sheet; fee decision; break-even calculation.

The cost headings

The Ghana guideline names the main cost inputs: personnel (wages), learning materials, feeding, facilities and equipment, health supplies, training, communication, maintenance, insurance and a reserve for the unexpected. It also says to profile parents' ability to pay before setting fees. We found no verified typical daycare fee for Takoradi or Akwidaa, and no figure for a district permit fee (it is set by district bye-law). All prices below are examples. Survey three nearby centres and shops before using any number.

Legal costs to include

Business name registration (sole proprietor): GH¢130 once, and GH¢70 each year to renew
District day-care permit: fee set by district bye-law; amount not verified, so ask Ahanta West or Sekondi-Takoradi Social Welfare
Minimum wage 2026: GH¢21.77 a day, about GH¢587.79 for a 27-day month
SSNIT: the employee pays 5.5% and the employer 13% of basic pay. Check with SSNIT how the employer share is split and paid
Written contract: for a job of 6 months or more, written terms are needed under the Labour Act

A start-up budget (example)

For a daycare of 20 children in a rented room in the owner's compound:

Item	Example cost (GH¢)
20 sleeping mats at 60	1,200
20 blankets at 40	800
20 small chairs at 35	700
4 tables at 250	1,000
Toys and learning materials	300
First-aid box and contents	150
Handwashing points	200
Fence and gate repair	1,200
Signboard	250
Business name registration	130
Staff first-aid and childcare training	400
Total start-up	6,330

(All prices except the GH¢130 registration are examples; total checked by script. Source of GH¢130: ORC Fees 2026.)

A monthly running budget (example)

Rules for the example: 20 children: 4 under 2 (needs 1 worker), 6 aged 2 to 3 (1 worker) and 10 aged 3 to 4 (1 worker), so at least 3 workers. A cook works part time. The owner runs the centre and takes profit, not wages, in this example. Each worker's pay of GH¢700 a month is above the minimum of GH¢587.79.

Item	Example monthly cost (GH¢)
3 workers at 700	2,100
Part-time cook	400
SSNIT employer 13% of 2,500	325
Food: 20 children × 22 days × GH¢5 a day	2,200
Rent for the room	500
Water and electricity	250
Cleaning and soap	150
Learning materials	200
Health supplies	80
Maintenance	150
Sub-total	6,355
Reserve 5% of sub-total	317.75
Total monthly cost	6,672.75

(Example numbers; arithmetic checked by script.)

Cost per child = 6,672.75 ÷ 20 = GH¢333.64 a month (to the pesewa).

Setting a fee and finding break-even

Fee and break-even step by step

Tools: a calculator, paper and pencil. Materials: your costing table.

Add up the monthly costs (the table gives GH¢6,672.75).
Divide by the number of children to find the cost per child (GH¢333.64 for 20).
Survey three nearby daycares: what do they charge, what do they give (meals, hours)? Write it down. (No typical fee was found by us, so this step cannot be skipped.)
Ask what local families can afford. A fee higher than parents can pay will leave places empty.
Choose a fee above your cost per child. Example: GH¢400 a month.
Work out income at full roll: 20 × 400 = GH¢8,000. Margin = 8,000 − 6,672.75 = GH¢1,327.25.
Work out break-even children = monthly cost ÷ fee = 6,672.75 ÷ 400 = 16.68, round up to 17 children.
Test a bad month: if only 16 children come, income is 16 × 400 = GH¢6,400, so you lose GH¢272.75.
Test a higher and a lower fee (350 and 450) and write the margin and break-even for each (see table).
Decide, then write the fee list for parents, including what is paid for (meals, hours) and what is extra, such as late pick-up. Give it in writing. Tell parents at admission how fees are paid and what happens if a parent is late.

Fee (GH¢)	Income at 20 children	Margin at 20 children	Income at 16 children	Result at 16 children	Break-even children
350	7,000	327.25	5,600	−1,072.75	20
400	8,000	1,327.25	6,400	−272.75	17
450	9,000	2,327.25	7,200	+527.25	15

(Example numbers; checked by script.)

Common mistakes and fixes. Setting the fee from a neighbour's price without counting your own cost (count first); forgetting the reserve and repairs (add 5% or more); forgetting that a worker's pay must be at least the minimum wage; not testing a bad month (always test); giving credit to every parent (a clear fee policy, a signed fee book and reminders).

Fee mix and payback

Some daycares charge different fees for different hours (half day and full day) or give a small discount for a second child in the same family. Example mix: 12 children at GH¢400, 6 at GH¢350 and 2 at GH¢250 give 4,800 + 2,100 + 500 = GH¢7,400. Margin = 7,400 − 6,672.75 = GH¢727.25 (checked by script).

Payback of start-up cost. At the GH¢400 fee with 20 children the margin is GH¢1,327.25 a month. The start-up cost of GH¢6,330 would take 6,330 ÷ 1,327.25 = about 4.8 months to repay (checked by script), but only if the daycare stays full and you spend nothing on yourself. In real life, plan for a slower start.

Keeping the books

Keep a simple fee book (child, month, amount, date, receipt number), a cash book (money in and money out each day), and files of receipts. Keep business records at least 6 years. Pay wages on time. Tell parents about fee increases in writing, with notice. Always give a receipt. Level 3 covers bookkeeping in more depth.

What nobody has told you. Cost is not just money. If you run the centre alone, you may work 11 hours a day with no pay. Your own wage should be in your costing, or you will burn out. Also, if you feed children, food prices change often: check them every month.

Cost and fee practice

Part A. Using the running-budget table, what happens to the total monthly cost if rent rises from GH¢500 to GH¢700 and food from GH¢5 to GH¢6 a child a day? Recalculate the reserve at 5% and the new cost per child (20 children). Part B. At a fee of GH¢400, what is the break-even number of children now? Part C. A worker earns GH¢700 a month for 27 days. What is the daily pay? Is it above the 2026 minimum wage of GH¢21.77 a day? Part D. Write two fee-policy rules you would give a parent.

Survey and cost sheet

Visit or phone three daycares or nurseries in your area. Record their fees, hours and what is included. Then write your own monthly cost sheet for 15 children and set a fee. Mark every price as "example" or "my survey".

Check yourself

Name five items in a daycare's monthly costs.
How do you find the break-even number of children?
Why should you test a "bad month"?

Unit 7 · Location, small business ideas, marketing and accessibility

A good daycare in the wrong place has empty seats. A good daycare in the right place, with a good name, is full by word of mouth.

Competency standard

Learning outcome	Performance criteria — the trainee…
7.1 Choose a location	compares two sites against a checklist
7.2 Choose a service model	names the main models and what each needs
7.3 Market the service honestly	prepares a profile, a one-page leaflet and a referral plan
7.4 Plan for accessibility	lists tasks workable for people with disabilities and adjustments

Range. Home daycare, centre or crèche, after-school care. Evidence. Location comparison; business idea sheet; marketing sheet; accessibility note.

Location settings that give good returns

The Ghana guideline says a day-care centre can be purpose-built or set up in a home, market, community centre, church or even under trees, and that it should be away from hazards, with structure approved by the Municipal Assembly. Ask about these:

Safe, calm and away from hazards: away from busy roads, open drains, rubbish dumps, fuel stores and standing water
Close to parents: near a market, a landing site, a workplace or a church where parents spend the day (Akwidaa demand data was not found; count the under-5s and working mothers yourself)
Near a health facility for emergency arrangements
Ground floor, with space for indoor and outdoor play (see ratios and space in Unit 5)
Close to clean water and a toilet
Easy for every child to reach, including a child who uses a wheelchair or crutches
A landlord who allows a daycare and a place you can stay in for years
Licensed and inspected: the Accra check in 2024 found that most visited centres were not licensed, so a licensed centre stands out

Compare two sites

Tools: the checklist above, paper, a pencil. Materials: none.

Choose two possible sites.
Visit each at the time children would be there.
For each item on the checklist, mark Good / OK / Poor and write one line of evidence.
Count how many families live or work within 10 minutes' walk. Ask 10 parents what they would pay.
Ask the landlord about rent, how long you can stay, and who repairs the roof.
Ask the district Social Welfare office whether the place and number of children are permitted.
Total up Good, OK and Poor, then decide and write down why.

Service models and business ideas

Model	What it is	Things to ask first
Home daycare	A few children cared for in a worker's own home	Does the district allow it? How many children? Ghana's home-daycare rules were not verified: ask Social Welfare
Centre or crèche	Full-day care for babies and young children in a purpose-made room	Permit; staffing; ratios; fire certificate (see Unit 5)
After-school club	Children aged 5 and older after school	Permit status not verified; safe space; homework help; snacks
Holiday or weekend play club	Activity sessions when school is closed	Staff; safety; fees
Parent workshops	Short sessions on play, feeding, hygiene, milestones (you do not give medical advice)	Venue; materials; fees
Toy-making and learning materials	Safe homemade toys and picture cards sold to other daycares and families	Safety test; pricing

Make a picture-timetable pack for other daycares and sell it by the set
Offer a "first-aid awareness" referral service: partner with the Red Cross or a nurse to run a course for local carers (you refer; you do not teach the first-aid skills yourself unless certified)
Offer a safe-play corner at a market or church during meetings
Work with a licensed cook for school and daycare meals
Start with a half-day play group if you cannot yet afford a full-day centre

Business registration, permits and bookkeeping are covered in more detail in Level 3. For the business name you pay GH¢130 and GH¢70 a year to renew. The Ghana Enterprises Agency has Business Advisory Centres in Takoradi, Shama, Effia-Kwesimintsim, Mpohor and Ahanta West.

Market yourself

Use a clear name, a signboard, and the licence displayed where parents can see it. A licence is a trust signal (our inference).
WhatsApp Business gives you a business profile and automatic greeting and away messages.
Google Business Profile lets families searching nearby find you. Verification can be by phone, email, video or a postcard.
Word of mouth is strongest. Ask parents if you may share their kind comments. Ask for referrals.
Show the timetable and menu (parents like to see them). Show photos of play only with written consent from every parent whose child appears.
Offer an open morning for parents and invite the Social Welfare officer.
Write the fee list, hours and rules on one page, in the language parents use.
Never claim a licence or certificate you do not have. Never promise medical care or results.

One-page leaflet and profile

Write the name and a short line: for example "Safe play, clean food and kind carers".
List hours, ages, location, fees (or "ask for the fee list").
List what is included: meals, nap, outdoor play, daily note to parents.
Write how to reach you: phone and WhatsApp number.
Add the licence number only if you hold a licence.
Ask someone to read it aloud. Is it clear? Is it true?
Write your WhatsApp Business greeting message and your away message.

Accessibility

Tasks workable for people with disabilities. Many daycare tasks suit different abilities: storytelling, singing and music, record-keeping and registers, cooking and menu planning, toy-making and drawing, parent liaison, and bookkeeping. Tasks that need a lot of lifting and running are harder for some people with mobility needs, but a seated carer can lead stories, songs and table activities (our teaching judgement; research-gaps-C notes that storytelling, songs and record-keeping suit people with different disabilities). Adjustments that help: a ground-floor room with a ramp; seated work stations; written incident forms and picture timetables; assistants who can lift and run; large-print signs; sign language or written messages for deaf colleagues; flexible hours.

Ghana's Persons with Disability Act 2006 (Act 715) protects people with disabilities. The District Assemblies' disability fund share was reported to have risen to 5% in 2026; this figure was not verified in this book, so ask your Assembly about help with training or equipment. The daycare must also be accessible to children and parents with disabilities: a step-free entrance, a wide door, a clear path and a toilet that suits a child with special needs.

Plan and compare

Part A. You are comparing two sites. Site A has a monthly rent of GH¢500 and 15 families within 10 minutes. Site B has rent of GH¢800 and 40 families within 10 minutes. At a fee of GH¢400 and an average of 1 in 5 nearby families enrolling one child, how many children could each site expect, and what monthly income would that give? (example numbers) Part B. Which site would you choose, and what else would you check? Part C. Write a WhatsApp Business greeting message of two sentences for your daycare.

Business idea sheet

Choose one idea from this unit. Write one page: who the customers are, where you would work, what you need, what it costs (use your Unit 6 sheet), how you would market it, who might help you (for example the Ghana Enterprises Agency Business Advisory Centre) and what you will do first.

Check yourself

Name three things to check when choosing a daycare site.
Name two free ways to be found by local families online.
Name two adjustments that help a carer who uses a wheelchair.

Glossary

Term	Meaning
Competent / Not Yet Competent	The two possible results of a CBT assessment
Observation	Watching a child and writing down only what you see and hear
Milestone	A skill most children have by a certain age
Checklist	A list of skills that you tick as you see them
Referral	Asking another service (such as the clinic) to take over because it is beyond your role
Referral note	A short factual page about what you saw, with no diagnosis
Activity plan	A one-page plan for one play activity with skill, materials, safety and steps
Responsive caregiving	Noticing and answering a child's signals warmly and quickly
Allergy	A bad reaction to something harmless to most people
Medicine chart	A form signed by the parent and staff for each dose of a prescribed medicine
Ratio	The number of children one worker looks after
Incident report	A written record of an accident or event
Inclusion	Making sure every child can take part
Visual timetable	Pictures showing the order of the day
Cost per child	Total monthly cost divided by the number of children
Break-even	The number of children (or income) needed to cover all costs
Margin	Income minus cost
Day Care Centres Regulations 1979	Old regulations kept alive by the Children's Act; text not found online

Logbook

Copy these pages into an exercise book. Your logbook is part of your assessment evidence.

Unit 1: three observation notes; one milestone checklist; parent-conversation notes; referral note
Unit 2: timetable; weekly plan; two activity plans with run notes; materials safety check
Unit 3: one-week menu; allergy card; feeding record; handwashing point set-up; hygiene checklist
Unit 4: adjustment plan; visual timetable; parent-meeting notes; local support list
Unit 5: safety walk records; ratio sums; evacuation sketch and drill record; incident report; emergency number card
Unit 6: start-up budget; monthly cost sheet; fee and break-even sheet; survey of three centres
Unit 7: site comparison; business idea sheet; leaflet and WhatsApp messages; accessibility note
Every homework, dated

Self-check quiz

Why do you write only facts in an observation note?
Name three warning signs that mean you should talk to the family about a health check.
What do you say if a parent asks "Does my child have a problem?"
How does a day-care centre in Ghana teach young children, according to the guidelines?
Who may give medicine at the daycare, and on whose instructions?
What are your first steps if a child has swelling of the lips and trouble breathing after eating?
What are the three ratios in the Accra guideline?
A centre has 14 children aged 2 to 3. How many workers does it need at least?
Name four records a daycare must keep.
How do you work out the cost per child?
How do you find the break-even number of children?
Name one task in a daycare that a person with a disability can do and one adjustment that helps.