We have an open door policy and encourage open communication with our parents. Parents can call or visit anytime during the day to find out how their child is doing. Every year the parents are given a copy of their child's progress report. Parent Conferences are scheduled to discuss further the progress report or emerging concerns that the teacher or parent may have. A folder goes home with the child everyday containing their art work or maybe some "homefun" activity to help reinforce what they are learning at school. The teachers write a daily note (for the younger kids) to give the parents an idea how their child's day was --- during outside time, circle time, lunch time, nap time, toileting time, etc. Depending on the parents' needs, we invite specialists (pediatric nurse, speech therapists, marriage and family counselor, etc.) for a "Q and A". We have a parent communication board for networking and for posting information on community activities, babysittting services, etc.

Director's and Parents' Comments

Director's Comments

We give the parents a "Survival Kit" during the first day, as a reminder that it is usually harder on them to separate from their child. The child senses their anxiety and reflects this in their behavior. When the parent is reassured, the separation is usually painless. We encourage pre-entry visits, just to hang-out and be familiar with the environment and the routine. Shortened schedules are also encouraged for children who have a harder time separating. The child can bring a comfort toy or anything that will remind him/her of mom/dad (a picture or a personal item). We remind the parents to be consistent, to keep their promise and to say "goodbye" instead of sneaking out. The adjustment period usually takes two weeks, so we remind the parents to be patient.

Overview

Director's Description of Approach Toward Discipline

Children are reminded that they need to make good choices --- choices that won't hurt them, their friend, their teacher or their environment. Children understand that there are appropriate consequences to the wrong choices they make. They go to the end of the line if they are pushing. They miss their turn holding the book if they are not listening to the story. Instead of time out, children are redirected and encouraged to resolve conflict in an appropriate manner. Children who are hurt are given the language to express themselves by saying a "bug and a wish" --- "It bugs me that you keep knocking down my building. I wish you would stop!" We find this more effective that having the other child say sorry when there is no remorse.

Director's Response to a Sample Discipline Scenario

Description of how teachers handle the following scenario: Child A and Child B are good friends and usually play together. One day, Child A decides to play with Child C and tells Child B, 'I don't want to play with you today. I'm playing with Child C instead.'

We respect and affirm child A's choice to play with another child. But we remind Child A to say it nicely so as not to hurt Child B's feelings. We reassure child B that he can play with other kids too and that maybe later Child A will want to play.

Extended Care

Application Process

Admissions Process