Our mission is to provide a caring, nurturing and non-biased environment in which today’s new generation can grow and experience the delights of childhood while exploring and developing their interests and abilities.
We believe child care should reflect and establish the skills and talents necessary for each child to reach his or her full potential, while feeling loved and secure. Our teaching will reflect a high regard for each child's uniqueness with respect and understanding of societal and cultural diversity. This is done with a sensitive and caring staff that works in collaboration with parents and families. We also strive to help children develop the strong roots needed to grow into caring, compassionate, self-confident individuals, while developing the creativity and divergent thought that will allow them to spread their wings and dream.
The following objectives have been determined for A Child’s World: Early Learning Center:
To provide opportunities for our children to develop an understanding of self and others through developmentally appropriate activities, which encourage the development of physical, emotional, and social skills and intellectual growth.
To provide a program both indoors and outdoors that fosters optimal growth and development through opportunities for exploration and learning while protecting and enhancing the health and safety of the children and adults.
To provide a program where parents are kept well informed about daily events at all times and encouraged to be both observers and participants in their child's development.
To provide staff that is caring, knowledgeable of children’s developmental stages, and devoted to meeting the needs of the children while promoting physical, social, emotional and cognitive development.
To provide a qualified Director who effectively attends to the needs of the children, parents, and staff, and conducts systematic evaluation of the success of the program and staff in meeting these objectives.
HOURS AND DAYS OF OPERATION
A Child’s World is open for children Monday through Friday from 7:00a.m. to 5:30 p.m. with the exception of the following holidays:
> New Year's Eve > New Year's Day
Thanksgiving Day and the following Friday
The center also maintains the right to close the last week of December and the first full week of July. Advance notice will be given if this should occur.
Play is the natural medium for young children to learn, grow, and develop. Play affords children opportunities to explore, discover, attempt varying roles, relate to others, and exercise creativity. It is important children have the opportunity to explore the world around them while in a safe, nurturing environment. Because of this, we follow the Learn Every Day: For Mixed Age Groups program (based on the Creative Curriculum) and provide many opportunities for such exploration, through play, during the day.
Infant and Toddler Programs will include infants (6 weeks - 11 months) and toddlers (12 months – 23 months). Infant and Toddler programs will be planned to assure the individual needs of each child are met in the areas of physical, social, emotional, and cognitive development. Children will be exposed to a variety of experiences to enhance growth and development in these areas. We believe this is the best way to meet each child's individual needs and to encourage each child to successfully develop to his or her full potential. We understand infants make up their own time schedule, therefore; we adopt a flexible schedule to fit the infant’s needs. Outside time for infants and toddlers will depend on their age and the weather. Small infants will be held, rocked in a rocking chair, swung in a swing, or engaged in floor/tummy time.
Pre-school Programs will include activities for children aged 2 - 4 years old. The daily schedule will include:
Large motor activities, both indoors and out
Fine motor activities, with manipulatives and a variety of table toys, puzzles and games
Sensory play in painting and play doe
Discovery and exploratory activities
Language development in the book corner
Social skills in the dramatic play area
Music and movement activities
Introduction to foreign language, sign language and multi-cultural exploration
Infants are exposed to music and movement, socializing with others, simple naming and hiding games, and developmentally appropriate materials such as pop-beads, nesting cups, rattles, squeak toys, action-reaction toys, and containers for dumping and pouring.
The infant program is "structured" in the sense that there is a daily routine for feeding, diapering, napping, and outdoor time. Variations do occur in order to meet the individual needs of each child. Lesson plans are designed to address a child's physical, social-emotional, cognitive, and language development. The lesson plans for older infants will also provide for creative expression through the arts.
The goals of the infant curriculum are to:
Hold, love, touch, and communicate with infants during care giving.
Sing to infants.
Encourage infants to begin rolling, sitting, pulling up self, walking, and climbing as their motor development advances.
Listen and respond to emerging language sounds.
Provide time and space for movement and exploration through play.
Display interesting things at which to look.
Provide developmentally appropriate toys for discovery.
Begin developing an appreciation for literature.
Items to bring from home:
Change of clothes
Comfort aides (blanket, stuffed animal, etc.).
Prepared bottles (if not using formula from food program)
· It is required by the state that each parent completes an Infant Feeding Schedule for children 15 months and younger. This schedule will be modified throughout the year as your child's nutritional needs and eating patterns change.
· Providers on the food program are required to offer iron enriched formula for infants in their care; however, parents have the right to decline this offer. For parents supplying their own formula or breast milk, bottles must be brought to the center capped and labeled with the child's name. At the end of the day, we will rinse the bottles and send them home.
· The schedule to introduce new foods will be developed between the care provider and the parents. New foods will be introduced based on the Food Program guidelines, unless directed by a doctor. (See attached for feeding schedule.)
· We play outdoors every day, weather permitting. Infants will be placed in an appropriate area outdoors. Please dress your child for the predicted weather, including socks/shoes and outer coverings (jacket, sweater, hat, etc.)
· Illness is unavoidable at some point, although it can be stressful for parents when an infant has a cold. We will do everything possible to reduce germ transfer, but please realize that not all germs can be removed from an area. Toys are sanitized after they are mouthed. Noses are wiped as soon as needed, and the provider's hands are washed and sanitized afterwards. Children’s hands are frequently cleaned. Disinfectant spray is routinely applied to all surfaces (after hours, not during the normal childcare day).
Safe Sleep Policy
Sudden Infant Death Syndrome (SIDS) is the unexpected death of a seemingly healthy baby for whom no cause of death can be determined based on an autopsy, an investigation of the place where the baby died and a review of the baby’s clinical history. There are however, practices that may either increase or reduce the risk of SIDS.
Child care providers can maintain safe sleeping environments for babies that help lower the chances the SIDS. North Carolina law also requires that child care providers caring for children 12 months of age or younger, implement a safe sleep policy, share this information with parents and participate in training.
In the belief that proactive steps can be taken to lower the risk of SIDS in child care and that parents and child care providers can work together to keep babies safe while they sleep, this facility will practice the following safe sleep policy.
Safe Sleep Practices
The infant teachers at A Child’s World have received the training required by the state in addition to research done on SIDS and the "Back to Sleep" program.
Infants will always be placed on their backs to sleep, unless there is a signed sleep position medical waiver on file. In that case, a notice will be posted on the infant’s crib.
The American Academy of Pediatrics recommends that babies are placed on their back to sleep, but when babies can easily turn over from the back to the stomach, they can be allowed to adopt whatever position they prefer for sleep. We will follow this recommendation by the American Academy of Pediatrics.
Sleeping infants will be checked every 10 to 15 minutes and time documented.
Steps will be taken to keep babies from getting too warm or overheating by regulating the room temperature, avoiding excess bedding and not over-dressing or over-wrapping the baby.
Safe Sleep Environment
Room temperature will be kept comfortable for the children as the seasons change.
Infants' heads will not be covered with blankets or bedding. Infants' cribs will not be covered with blankets or bedding.
No loose bedding, pillows, bumper pads, etc. will be used in cribs. Blankets will be tucked at the foot and sides of the mattress.
Toys and stuffed animals (with the exception of a special item the child needs to sleep with) will be removed from the crib when the infant is sleeping.
A safety-approved crib with a firm mattress and tight fitting sheet will be used. This also applies to Pack 'n Play units used in place of traditional cribs.
Only one infant will be in a crib at a time, unless we are evacuating infants in an emergency.
No smoking is permitted in the center or on the premises.
All parents/guardians of infants in care will document that they have received this written copy of the Infant Safe Sleep Policy before enrollment.
The toddler curriculum is designed to offer children between the ages of 15-months and 2-years the opportunity to participate in language development, art, music and rhythm, dramatic play, building and construction, and sand and water activities. Lesson plans include free choice and provider directed actives. However, toddlers are free to choose their own fun. Listed below are examples of the activities that toddlers may choose.
Group time: Group times are designed to attract participation, but children are not forced to join the group.
Music: Music, including songs, dances, and fingerplays will be provided routinely.
Literature: Stories that are funny and short, poems and rhymes will be shared with toddlers. Children will begin to answer and respond to questions which begin increasing their comprehension and reasoning skills as well as their attention span. A variety of board books are available at all times for children to look at independently or during a cozy time with the provider.
Art: Toddlers are introduced to a variety of mediums for creating their own art. Large crayons and fingerpaints are examples of materials provided. Don’t expect finished projects at this age. Toddlers do not understand the beginning, middle, and end concept and are more interested in how things work. Remember: it is the process that is important at this age, not what it looks like when they are finished with it.
Building: There are four stages to building: 1.) carrying objects; 2.) laying objects end to end; 3.) overlapping objects, and 4.) building up. Young toddlers start learning building skills by carrying blocks around with them, and dumping them on the floor.
Manipulatives: Small toys designed to develop small muscles and hand/eye coordination are available for free play and exploration. These include Legos, nesting cups, simple puzzles and a variety of "found" objects such as pom-poms, feathers, etc.
Dramatic play: Dramatic play encourages children to engage in play that helps them use their imagination, mimic adult actions, and to experiment with other children in social situations. Props for dramatic play are provided in the form of dolls, telephones, playhouse, etc.
Outdoor: Toddlers will play outdoors at least once a day, weather permitting.
It is required by the state that each parent completes an Infant Feeding Schedule for children 15 months and younger. This schedule will be modified as your child's nutritional needs, and eating patterns change. After the age of 15 months, the meal requirements are the same for all children.
Meals for toddlers will be prepared to avoid choking hazards.
Toddlers will be encouraged to try new foods but not forced to eat.
Toddlers are not required to eat everything served to them.
Second helpings will be available to toddlers if they show a desire for more.
Toddlers are encouraged to develop self feeding skills.
Whole milk will be used for toddlers between their first and second birthdays.
The appetites of small children tend to vary as their growth and development stages change. Most children know when they are hungry and full, and your child will be fed according to their growth and development needs. Small snacks are offered several times during the day as needed.
Toddlers are allowed to play freely in the playroom. Playpens or highchairs will NOT be used to restrict a child's exploration and movement during playtime.
Illness is inevitable at some point. We will do everything possible to reduce germ transfer, but please realize that not all germs can be removed from an area. Toys are washed and sanitized, noses are wiped as needed, and the provider’s and children's hands are washed frequently. Disinfectant spray is routinely applied to all surfaces (after hours, not during the normal childcare day).
TWO-YEAR OLD CURRICULUM
As young children demonstrate social/emotional growth, they increase their understanding of themselves, their peers, and the adults in the world. They learn to interact with others and become aware of others’ feelings and rights. They develop a sense of responsibility towards being part of a group.
The child will demonstrate this growth by:
· separating easily from parents/guardians. · being happy and cheerful. · beginning to potty train. · playing and sharing cooperatively with others. · having appropriate control over feelings. Language Development
Children need language to communicate. As children become skilled at talking, listening, labeling and questioning, they increase their knowledge of the world and lay a foundation for learning more complex skills such as reading and writing.
The child will demonstrate this growth by: A. Listening skills:
· listening quietly to a story.
· expanding their attention span.
· following simple directions.
· telling about a story.
B. Speaking skills:
· speaking clearly.
· expanding their vocabulary.
· communicating in sentences.
To enable the children to understand basic concepts, solve simple problems, make predictions, and create their own ideas, thinking skills must be developed.
The child will demonstrate growth by demonstrating skills which will include:
· saying full name.
· recognizing basic body parts.
· recognizing and discriminating between colors.
· identifying basic shapes.
This is the area that develops the most during the early preschool years. As the child develops increased motor control, the child will have increased ability to act independently and so develop a more positive self-image.
The child will demonstrate this growth by:
A. Fine motor skills:
· manipulating various art media (crayons, markers, paints, etc.).
· assembling simple puzzles.
· stringing large beads.
· beginning to use scissors.
· spontaneously scribbling with pencil.
· turning pages of a book.
· building a tower of 3 to 5 blocks.
B. Large muscle skills:
· walking up/down stairs using alternating feet. · walking forward/backward. · jumping in place with feet together. · running. · throwing a large ball forward. · kicking a large ball forward.
To experience a sense of self-esteem:
identify oneself as a member of a specific family and cultural group
feel proud of one’s heritage and background
demonstrate confidence in one’s growing abilities
demonstrate increasing independence
stand up for one’s rights
To exhibit a positive attitude towards life:
demonstrate trust in caring adults
be able to separate from parents
demonstrate interest and participate in classroom activities
participate in routine activities easily
To demonstrate cooperative, pro-social behavior
seek out children and adults for interaction
understand and respect differences
accept responsibility for maintaining the classroom environment
help others in need
respect the rights of others
share toys and materials in the classroom
work cooperatively with others on completing a task
resolve conflicts constructively
Cognitive and Language Development
To acquire learning and problem-solving skills:
demonstrate an interest in exploring
ask and respond to questions
show curiosity and desire to learn
use planning skills
observe and make discoveries
find more than one solution to a problem
apply information and experience to a new context
use creativity and imagination
persist in tasks
To expand logical thinking skills:
classify objects by similarities and differences
put together objects that belong together
recall a sequence of events (e.g., first, second, last)
arrange objects in a series (e.g., smallest to largest)
recognize patterns and be able to repeat them
increase awareness of cause-and-effect relationships
To acquire concepts and information leading to a fuller understanding of the immediate world:
demonstrate an awareness of time concepts (e.g., yesterday, today)
identify names of objects and events
make comparisons (e.g., more/less, larger/smaller, taller/shorter)
uses words to describe the characteristics of objects (e.g., color, shape)
identify the roles people play in our society
identify relationships of objects in space (e.g., below, inside, under)
count in correct sequence and match one-to-one
To demonstrate skills in make-believe play:
assume a pretend role
make-believe with objects
make-believe about situations
interact with other children
To expand verbal communication skills:
recall words in a song or fingerplay
follow simple directions
use words to explain ideas and feelings
talk with other children during daily activities
make up stories
participate in group discussions
To develop beginning reading skills:
acquire a love of books
listen to a story and explain what happened
demonstrate knowledge of how to use books (e.g., turning pages)
recognize pictures and text on a page
To acquire beginning writing skills:
make increasingly representational drawings
imitate recognizable letters and numbers
recognize written names
demonstrate an interest in using writing for a purpose (e.g., making signs)
To enhance large muscle (gross motor) skills:
use gross motor skills with confidence
walk up and down stairs
run with increasing control over direction and speed
jump over or from objects without falling
use large muscles for balance (e.g., walk on tiptoe, balance on one foot)
catch a ball or bean bag
throw an object in the intended direction
ride and steer a tricycle
climb up or down equipment without falling
To enhance and refine fine motor skills:
coordinate eye and hand movements (e.g., completing puzzles)
use small muscles to complete tasks (e.g., building, stringing)
use small muscles for self-help skills (e.g., pouring, zipping)
use writing and drawing tools with increasing control and intention
To use all senses in learning:
demonstrate skill in discriminating sound
demonstrate visual discrimination skills
discriminate by taste and smell discriminate differences in texture
The discipline policy of A Child's World is based on the belief that children need guidance, understanding, and limits in order to learn appropriate behavior. It is our policy to guide and direct children in learning which behaviors are acceptable and unacceptable based on our knowledge of what is developmentally appropriate for each individual.
Goals of our discipline policy:
To help children notice and acknowledge their own emotions.
To help children deal with their emotions in appropriate and acceptable ways.
To help children understand and deal with the emotions of others.
To provide a safe and caring environment in which children can play and learn.
Our discipline methods include:
Simple, easy to follow rules as follows:
You may not hurt yourself
You may not hurt others
You may not hurt the things around you (toys, furniture, building, etc.)
Discussion of rules with the children to make sure they understand expectations.
Arranging the environment so that a minimal number of no's are necessary.
Correcting behavior using positive direction (e.g., "you need to walk" rather than "stop running.").
Modeling of appropriate behavior by adults.
Redirecting a child to another activity.
Giving positive reinforcement to individuals as well as the group.
Using natural and logical consequences.
Helping children to recognize another child's feelings rather than to force an apology
Problem solving and active listening
Children who cannot be managed using these measures, and are consistently presenting a discipline problem for the care provider, will be required to withdraw from care.
Discipline and Behavior Management Policy
Date Adopted: August 1, 1996
Praise and positive reinforcement are effective methods of the behavior management of children. When children receive positive, non-violent, and understanding interactions from adults and others, they develop good self-concepts, problem-solving abilities, and self-discipline. Based on this belief of how children learn and develop values, this facility will practice the following discipline and behavior management policy:
Make fun of, yell at, threaten, make sarcastic remarks about, use profanity, or otherwise verbally abuse the children.
Shame or punish the children when bathroom accidents occur.
Deny food or rest as punishment.
Relate discipline to eating, resting, or sleeping.
Leave the children alone, unattended, or without supervision.
Place the children in locked rooms, closets or boxes as punishment.
Allow discipline of children by children.
Criticize, make fun or, or otherwise belittle children’s parents, families, or ethnic groups.
Praise, reward, and encourage the children.
Reason with and set limits for the children.
Model appropriate behavior for the children.
Modify the classroom environment to attempt to prevent problems before they occur.
Listen to the children.
Provide alternatives for inappropriate behavior to the children.
Provide the children with natural and logical consequences of their behavior.
Treat the children as people and respect their needs, desires, and feelings.
Explain things to the children on their level.
Ignore minor misbehaviors.
Stay consistent in the behavior management program.
The state has strict guidelines with regards to disease control in child care settings. Hence, there may be times when we are either forced to send a sick child home, or not able to accept a sick child into our care for the day. We try to do everything within our power to reduce the spread of illness. We ask that you also do what you can by keeping your child home if you suspect that he or she may be contagious.
Parents/guardians will be notified and are required to remove the child immediately if the child exhibits any of the following symptoms:
fever of 101F or higher.
difficult to rapid breathing.
unusual spots or rashes.
difficulty in swallowing.
and any other symptoms which, in the opinion of the care provider, indicate the possible presence of a contagious disease or not able to participate in daily activities.
If a child becomes ill while in the child care center, he or she must be isolated from the other children and we will do everything possible to comfort the child until the parent/guardian or emergency contact person arrives to take the child home.
Parents/guardians will be notified of contagious diseases affecting the children at the center. A child with a communicable disease will not be re-admitted into care until the period of contamination is passed or until the child is fully recovered.
To attend child care in North Carolina, all children must be up to date on their immunizations against childhood diseases. Each child must have on file with the child care center a copy of his or her immunization record with-in TWO WEEKS. These must be kept current, and information on each child's immunizations are required to be sent to the state each December.
Upon enrollment into care, all children must have a physical completed, and the information entered onto the Children's Medical Report form. All physicals must be completed, and the form in the children's records, within TWO WEEKS following date of enrollment.
Due to the risks associated with the responsibility of giving children medicines, it is the center’s policy NOT to administer medication to children in care except for certain prearranged cases. In these cases, the following procedures must be followed:
All medication for children enrolled in child care must have specific instructions and written permission for administering the medication. Instructions must be completed by either the parent/guardian or a physician, and must include:
who the medicine is for
how much is to be given
what time the medication is to be given
for what length of time
Parents/guardians must fill out and sign a Permission to Administer Mediation form for each medication to be given.
must be in the original container bearing the original label with the child's name
must have complete instructions which includes the information given above
must have a signed Permission to Administer Medication form
must be given only to the person for whom it was prescribed
must have the child's name written on the container
must show the dosage requirements for the child’s age/weight on the container or be accompanied by the physician's instructions.
must have complete instructions which includes the information given above
must have a signed Permission to Administer Medication form
Long term mediations
Long term medications forms are available that allow the child care provider to administer medication and products on an as needed schedule. This would include products such as diaper ointments, sun screen, and insect repellant as well as medication for allergy and asthma emergencies. These forms will be renewed every six months.
Long term medication forms may also be used if your child requires continued medication to be given at specific times. Forms must be accompanied by directions for use by the child's parent/physician, and will need to be updated every six months or as the prescription direction change.
Accidents and Injuries
Even though the children in care are never left unsupervised, accidents can happen occasionally. In the event of an accident or injury, all staff members are certified in both First Aid and CPR.
Minor injuries will be treated by the care provider and an Injury Report form will be filled out. One copy will be given to the parents/guardians; the other will be placed in the child's records.
In the event that a more serious injury should occur, the care provider will treat the child, call 911 if needed, and immediately notify the parents/guardians.
Address and phone change
It is important that you help keep the child’s file accurate and up to date. Any changes in address or phone number for yourself, or the people you have as emergency contacts, needs to be given to the care provider as soon as possible.
Child Care Fees
See attached fee schedule for current rates.
Payment of fees
A one-time registration fee will be charged prior to your child entering into care. This fee is non-refundable and will be used to cover the expense of printing the parent manual and forms, paperwork, and the purchase of supplies and equipment that will be used specifically for your child.
Payments are due on Friday for the coming week. This is a guaranteed rate and includes full pay for holidays with no credit for absent days.
Payment is made to secure and maintain the position of your child on the child care provider's roster.
In the event that payment for the week is not received by Monday morning, or other arrangements are made, the care provider has the right to decline care for your child.
A $25.00 returned check charge will be required for all returned checks and cash payment may be required for future service.
Two weeks advance notice is required if a child is to be permanently withdrawn from care. Two weeks pay will be accepted in lieu of the two weeks’ notice. Provider will also give two weeks’ notice to cessation of care, except in cases of gross misconduct on the part of the parent or child.
Reimbursement will be expected for any damages done by the child to the child care center beyond normal usage. The amount will reflect replacement, repair, or cleaning costs.
Supply Fee: $25.00 Due Annually in August
Part-time schedules are accepted based on availability of space and are contracted for specific days only.
Late pick-up and payment
Unless you call to notify us in advance, a late charge of $3.00 per 15 minutes per child will be charged if a child is cared for outside of the agreed upon times. Late fees need to be paid at the time of pick up. If your child is not picked up by 30 minutes past the agreed upon time and the center has not been notified, your emergency contact people will be called to arrange alternate transportation. Repeated late pick up will be grounds for termination of service.
The parents and the provider will be given a two week period to decide if the child is happy at the child care center. The contract for child care may be terminated at any time during this period. After the probationary period, two weeks’ pay or two weeks’ notice is required if the child is to be permanently removed from the child care center.
Holidays and Time-Off
Parents have five "free" days per year that may be used after the child has been in care for a minimum of six months. The year starts in January and any "free" days not used in one year are forfeited. A two week notice must be given prior to using a "free" day. If more than five days are taken during the year, payment is expected to hold the child's place.
The following days are understood to be the paid holiday schedule for our child care teachers:
New Year's Day
The center also maintains the right to close the last week of December and the first full week of July. This would depend on how many children are in attendance for those days, and the parent’s need for care. Advance notice will be given if this should occur.
Days the center needs to close because of hurricane or other extreme acts of nature, will be considered paid if the closure is more than three consecutive days.
If a holiday happens to fall on a Saturday or Sunday, the center may choose either the Friday before, or the Monday after, depending on which is more convenient for the parents.
MEALS AND SNACKS
We are part of the Child and Adult Care Food Program (CACFP). This is a federal program that provides reimbursements for approved meals and snacks served to the children while in care. Our local sponsor for this program is Cape Fear Tutoring, Inc. and you may call them at 910-395-6132 if you have any questions.
Meals and snacks are served at the following times:
· Breakfast: 8:30a.m.-9:30 p.m. · Lunch: 11:30-12:00 p.m. · P.M. Snack: 2:00-2:30 p.m. Menus for Lunch are posted on the bulletin board across from the refrigerator in the office.
Should your child arrive later than a scheduled meal or snack time, you will be responsible for feeding him or her before bringing the child into the center. Please do not bring your child with food.
If your child requires a special diet due to allergies, the child’s doctor is required to complete a form indicating the allergy and alternative foods. Steps will be taken to ensure that your child is fed appropriately if possible.
Special Events and Parties
We do celebrate special occasions and occasionally ask for volunteers to help provide special treats for the children. As much as we like “homemade” we need to follow health department regulations, so any cakes, cupcakes, or other treats need to be purchased from a store and brought in the store container.
ARRIVALS AND DEPARTURES
Parents are responsible for transporting their child to and from the child care center.
All children need to be transported using child restraint seats (car seats) approved for their age and size.
Parents need to notify the child care center if their child will not be attending for the day, or if they are going to be late.
Releasing a child from care
Unless we are instructed in writing by the parents to do otherwise, we will only release a child to the following persons:
· the child's parent/guardian · the emergency contact person listed on the child’s enrollment form · other persons whom the parent allows us to release the child as listed on the child’s enrollment form, provided advance notice is given to the care provider. For the protection of your child, until we get to know the faces of those people you have listed, we will request a driver's license to verify the person's identity.
We reserve the right to keep a child at the center if we are not completely certain about any person who has come to pick up the child. The parents will be contacted immediately if this happens.
If there is a court order keeping one parent away from the child, we must have a copy of the court order on file. Otherwise, we cannot prevent the non-custodial parent from picking up the child.
If the person picking up the child appears to be impaired for any reason, and the safety of the child is in question, alternatives for transportation will be suggested and 911 will be notified if necessary.
Please dress your child so that he or she is comfortable for the weather and playing. The everyday clothes worn at home will help your child feel more natural, sociable, and free. Please do not dress your child in anything that would upset you or them if it should become soiled.
Shoes should be non-skid, tennis type for safety at play. Sandals, clogs, flip flops, and cowboy boots are dangerous for climbing and running activities. For the comfort of your child, shoes are not required to be worn inside the center. You may provide house slippers or stockings for your child to wear if desired.
Change of clothing
A complete change of clothing for each child is required by the state. Clothing needs to be appropriate for the weather so will need to be changed as the seasons change and your child grows. Please label all clothing with your child’s name.
Toys and other belongings
Except for a favorite blanket, small stuffed animal or doll needed for napping, it is best that your child not bring anything from home. The child care provider will not be responsible for any theft, damage, or loss of any toys brought into the home for play purposes.
We will work with you to develop a plan when your child is ready for toilet training. You may choose to bring a potty chair for your child to use when he/she is in care during the day. Otherwise, a seat that snaps onto the regular toilet will be used.
All teachers and child care providers are mandated by the state to report any suspected child abuse or neglect.
If parents observe a child being treated harshly by a teacher, the Director needs to be notified immediately.
Open Door policy
According to state policy, the parent, guardian, or full-time custodian of a child enrolled in any family child care home shall be allowed unlimited access to the home during its operating hours for the purpose of contacting the child or evaluating the home and the care provided. The parent, guardian, or custodian shall notify the operator of his or her presence immediately upon entering the premises. We respect this right and encourage and welcome visits at any time.
We greatly appreciate parent participation at any time. You are free to join any of our activities, or suggest an activity you would like to lead the children in doing.
There are also social activities planned throughout the year in which you are invited to participate in with your child which include our annual Halloween and Christmas parties, CPR/First-Aid trainings, and other events.
We strive to make your child’s experience here a rewarding and pleasing experience. If you have any concerns, please do not hesitate to bring them to the Director. You may also contact our licensing consultant Connie Bass: 910 397-1500.
Parent Communication: Daily Sheets/Journals
Parents will be kept informed of what the children are doing during the day through the use of “daily sheets” for infants and young toddlers, or “journals” for the older toddlers and preschoolers. Journals are small notebooks in which records the highlights of the child’s day. They also help to document developmental accomplishments or behaviors that need to be addressed. The journals will be kept in the child’s mailbox for parents to read at the end of the day and will be sent home when the books are completed.
Parents will receive a newsletter near the beginning of each month containing information about the center, topics the children are working on, special events, birthdays, family gatherings, and other topics of interest. Parents are encouraged to make suggestions on topics they would like to see covered in the newsletter or provide information on community events that would be of interest to families.
Parent/Teacher conferences will be held in June to discuss the children’s development and accomplishments for the year and to set goals for the coming months. Teachers will provide a developmental checklist and/or samples of the children’s work to demonstrate growth in abilities and to pinpoint areas that the child can use help in. Additional conferences may be requested by the parents or teachers as needed to discuss areas of concern in development or behavior. Parents can request a conference at any time with the Teacher, Director, or both.
We do not typically take the children on field trips due to issues involved in transportation, insurance, and supervision. An occasional field trip may be arranged if it benefits the children’s learning, and enough parents volunteer to help with transportation and supervision.
ENROLLMENT PROCEDURES AND PAPERS
First visits are encouraged to be made at the end of the day when many of the children have already left. This gives us the opportunity to tour the facility and discuss policies without too many interruptions. A second visit can then be scheduled during the day so parents can observe what is happening in the classrooms. During the first visit, parents will also be given the enrollment forms required by the state.
The state of North Carolina required the following forms to be on file for all children:
· Child’s Application for Child Care - from 1st day of care
· Medical Exam and Immunization - within 15 days of enrollment
· Feeding Schedule – from 1st day of care for children younger than 15 months.
A $25 fee is charged during the enrollment process to help cover the cost of printing and to secure a space for the child. At this time, parents must document that they have received the following:
· Parent Handbook with Operational Policies
· Discipline Policy
· Safe Sleep Policy (for children under 13 months)
· Summary of Child Care Law
Following enrollment, additional forms will be required, including:
· Food program enrollment form
· Permission to administer topical ointment/lotion/powder