TABLE OF CONTENTS
I Introduction and Policy Overview
II The Importance of Family-School Partnership
IV Easing In
V Informal Communication
VI Parent-Teacher Conferences
VII Involving Family in the Classroom
VIII Family Support Programs
IX The Rational of the Programs
X Governance of the Programs
XI Our Mission/Goal
XIII Business Practices
XIV Meals and Snacks
XVI Parent Involvement
XVII Health and Safety Practices
XVIII Infection Control/Children Exclusion
XIX Medication Policy
XX Discipline Policy
XXII Items Provided by Parents/Guardians
I. INTRODUCTION AND POLICY OVERVIEW
This parent involvement handbook discusses the significance of family-school partnership which is vital to a viable and sustainable functional institution in which Charity Child Development Center cannot be an exception. It discusses the benefits of family-school partnership for children and parents. The document also discusses the orientation procedures beginning with parents and children with respect to choosing the school, first encounter with teachers, parents and students, and the first visit to the classroom environment. The document discusses the steps involving easing in when the child is enrolled into the school outlining in detail the separation experiences and the approach put into place to minimize this emotional tension that exists in both the parent and the child when they are separated. Another area this handbook discusses is informal communication which includes daily conversation, telephone calls, personal notes, electronic communication, and bulletin boards laying emphasis on the parent-teacher conferences dealing with the development of the whole child, privacy and time, increment of mutual knowledge, formulation of goals, schedule, frequency, and mannerism involved for parent-teacher conferences. It discusses various activities that family can be involved to show and to appreciate the significance of family-school partnership. These activities are made use of in situation that relates to reserve time, birthday celebration, and personal invitation by teachers to parents for a lunch invitations and special occasions. It outlines and discusses the family support programs put into place to help parents to raise their children and become good role models for homes and schools and it finally discusses the rationale of the program and its governance and the responsible authorities tasked with the facilitation and coordination of the programs. The second part of this document discusses the mission of Charity Child Development Center encapsulating its goal. It discusses the program business practices, nutrition, activities involving parents’ participation as well as safety practices. It outlines policies with respect to medication administration and disciplinary methodology adopted by the center to effectuate child guidance strategies. It reminds parents of their responsibility to report child abuse or neglect to the government when such things are observed by center representatives. It concludes with documentations parents are to sign and to bring to the center before children can be accommodated for services.
II. THE IMPORTANCE OF FAMILY-SCHOOL PARTNERSHIP
Charity Child Development Center places emphasis and values on family-school partnership in that without collaboration between school and family hampers or slows down the operation of schools. Recognizing this aspect of the educational institution in the sphere of academia is vital to running a viable and a sustainable child care center. Our philosophy of education incorporates the idea of family-school partnership. Under this caption, the section of this handbook involving family involvement discusses the value or importance of creating and maintaining partnerships between family/home and school/center and the five reasons why home-school partnerships are beneficial to children, families, and schools/centers laying emphasis on the benefits to children and families.
A. Benefits For Children
- Security In A New Environment
One of he benefits of family-school partnership between school and family is that it creates a sense of security in a new environment for children who are enrolled in the school. As children move into a new environment, they have the aspirations to be attached to adults who are overseeing them in the absence of their parents while they are in the school. The institution of partnership between teachers and parents is vital to creating safety for children enrolled in the school. Partnership between school and families are perceived and appreciated by the child. According to Sparriari, Participation and active movement of the parent in the school is perceived and appreciated by the child, who can derive from it a sense of security besides seeing it as a model and incentive for his or her personal growth (Sparriari, p. 110).
2. Sense Of Self-Worth
The second benefit children experience in family-school partnership is a sense of self-worth. Children feel worthy if they perceive that their parents are valued and respected by school authorities. The presence of families in the school and the manner in which the families are welcomed and accepted by a teacher is the act of affirming that the children’s culture and value are integrated into the classroom. According to Gestwicki, the presence of families and their welcoming acceptance by a teacher are especially valuable in affirming for children ethnic and cultural minorities as sense of value for and integration of their own culture in the classroom world (Gestwicki, P 175).
3. Knowledge And Consistent Responses
The third benefit the children gain from family-school partnership or constructive-teacher partnership is the released potential the adults have to guide and to nurture the child’s development through knowledge thereby creating fewer mistakes and less confusion between homes and schools. The guidance and nurturing create avenues for the child to be knowledgeable and consistently responsive. “Research reveals that children gain academic skills, positive self-concept, and verbal intelligence when extensive family participation with teachers is required.” (Weiss, Lapse, & Lopez, P. 260.). In conclusion, there are three benefits children attained when parents and teachers work together. They increase security, feeling of self-worth, and the increase number of helpful responses, and success in appropriate learning experiences.
B. BENEFITS FOR PARENTS
- Feeling Of Support For Partnership
Family-teacher partnership benefits parents in the following areas: felling of support for parenting, knowledge and skills, and enhancing parental self-esteem. ‘In reality, parent can never be totally independent; they need others to watch their children while they work or go to the store, or just to talk to, to make the job or parenting seem less overwhelming. They also need others with specialized expertise to educate their children. (Gatwick, p. 179). In most of the time, teachers help parents to give knowledge regarding the child development. In the family-teacher partnership, parents agree to give supportive services through referrals made by teachers or school administration. Parents need support to help their children. The creation of the partnership help children and their parents overcome obstacles leading them to access needs at the time.
2. Knowledge And Skills
Through parent-teacher partnership, parents learn basic knowledgeable skills from teachers regarding the developmental needs of their children and how those needs can be administered appropriately developmentally to their children. The interpersonal relationship created between teachers and parents opens the avenue for parent education. “According to research, many parents never have the opportunity to learn relevant developmental information and often misunderstand the nature of development of children. (Laly, Lerner, and Lurie-Hurlitz, 2001).
3. Enhancing Parental Self-Esteem
Family-teacher partnership opens the door for teacher or school administration to guide and to nurture parents and their children through training or education. There is a saying in the African setting which says, I quote, “No man is an island.” We all need one another to succeed. Your destiny or success in life is tied to an individual or group of people. Knowledge gained by parents to raise their children developmentally leads to parental self-esteem. Gilda Ferguson, the director of Family Focus in Chicago’s North Lawndale neighborhood has said, “We nurture parents so they can nurture their children” (Schorr, 1997).
III. ORIENTATION PROCEDURES
At Charity Child Development Center, there are procedures established to orient our students and families. The procedures are discussed on the preceding pages of this document by headings.
A. At The Beginning With Parents And Children
1. Initial Contact Between Teacher, Parent, And Child
At Charity Child Development Center, we strive to build a lasting relationship between the school and incoming families and to create awareness for children and families regarding school policy and networks between the school and family as well as initial contact with families and children to make the child transition to school as easy and pleasant, to welcome families into the educational programs, to make them understand the school’s goal and practices, and to give teachers a chance to learn from parents about a child and the family situation. The procedures are outlined as follows:
2. Choosing The School
In our orientation process when this facility receives call from parents who are in pursuit of school, the center representative explains the center philosophy, goal, school’s policy, and practices to the parents in a synoptic form. This paves the way for parents to decide for placement of their children to this facility. We advise parents to reach our center representative to know our philosophy, policy, goal, and practices in detail through our handbook. The center representatives can be reached at 704-780-3110 or at email@example.com.
3. First Encounter – Teacher And Parent
After the initial contact through telephone conversation, parents may decide to come to the facility to get teachers and to get in depth understanding about the school’s operation and practices. During the meeting with parents, parents are asked to fill a form detailing the enrolled child personal and social history and questionnaires. Sometimes, the facility asks parents to fill the form in the office or take it home for convenience.
4. First Encounter –Teachers And Children
At Charity Child Development Center, teachers are sent to homes to meet a child in the presence of the parents. During this time, teacher reads book to the child for the first time, shares photos with the child and child’s parent, and sometimes leaves video clip or tape for the child and parent to view and later return it to the school. This is done to create parent-teacher partnership thereby making the child to have a sense of security in this new school environment that the child will be moving into for academic reason.
5. First Visit To A Classroom
During the home visit, teacher arranges with parent and the child to pay a visit to the classroom. At this time, the teacher takes the parent and the child to view the classroom and materials that will be accessible to the child during his or her stay at the center. Parent and child are asked to give feel back.
6. Child’s Entry Into A Classroom
At Charity Child Development Center, we are aware that it takes for parent and child to be accustomed to a new school and also with new large group that he or she will be interacting with; therefore, we advise that parents pick up their children early for several weeks based on their schedule until their children become accustomed to the new schedule and environment.
IV. EASING IN
Charity Child Development Center is aware that children face some obstacles while parents are far from them. Our desire is to help your children to build feelings of comfort and security for themselves; therefore, the facility asks parents to stay with their children for sometimes before leaving. We know this will inconvenience parents at most time based on the inflexible job schedule they have. In order to carry out this easing in, this facility has put into place three procedures appropriate for the easing in: We have created an atmosphere where parents can converse with one another while they ease in for their children. We have cup of coffee available for parents to take while they wait for shortened days. Due to the inflexibility of job schedule, we make effort to accommodate family needs and pressures. We execute this procedure by modifying the steps and the timing while at the same time, we explain the significance to the child or children of the visit and easing in. For children whose parents can not or will not stay, we may send preliminary notes or talk on the telephone asking them to bring transitional objects and pictures into the classroom that their children can use while they are not available to ease in.
- Dealing With Separation Experiences
At Charity Child Development Center, we are cognizant that there exists a separation anxiety experience when the child who is attached to the parent is removed and placed into a new environment. This anxiety does not affect the child, but it also affects the parent as well. Based on this, the center has developed appropriate procedure to deal with this separation experience between parents and children.
2. Prepare Parents For Separation Behaviors
At Charity Child Development Center, we give out handouts during orientation to parents detailing separation experience between parents and children during care period. The center informs and educates parents about separation and what they can do to support their children.
3. Welcoming Parents Into The Classroom
To deal with the issue of separation, teacher welcomes parents to stay in the classroom as long as they desire to do so during those few days. Parents don’t have to rush in the morning until the child gets interested in the classroom activities. It gives an opportunity to parents to see how well the teacher pays attention to the child.
4. Developing Children’s Trust In Parents
At Charity Child Development Center, we educate parents how they can separate themselves from their children so that the children can feel at home and not create a situation where children feel dubious about parent’s trustworthiness. Parents are advised not to slip away unnoticed while the child is distracted.
5. Discussing The Separation Experience
At Charity Child Development Center, we discuss the impact it will have on both parent and child when they are separated for a while. Such attempt liberates the child and the parent to recognize the feelings both encounter during separation. Parents are encouraged to touch with a smile before leaving. The teacher has the responsibility to make telephone call to the parents to make them aware that the child who was crying is now calmed.
6. Special Attention To Parents And Children
At Charity Child Development Center, we pay attention to the needs of both parent and child. Books which talk about separation are read to children in the classroom setting giving the understanding that separation is normal and it causes no harm to them. Children are encouraged to bring objects to school including the pictures of their mother. While the mother is away, the child holds the mother’s picture giving the assurance that the mother will return to him or him.
V. INFORMAL COMMUNICATION
At Charity Child Development Center, we value communication for the fact that it is a medium through which messages regarding school events are communicated to parents. We communicate through daily conversation with parents, telephone calls, personal notes, electronic communication, and bulletin boards. There are other means in which we communicate which are not discussed in this document. Such include daily new flash, newsletters, classroom displays, and suggestion boxes.
A. Daily Conversation
Teachers are Charity Child Development Center talk daily to parents concerning matter that positively or negatively affects their children education and well-being. Such communication builds teacher-partnership interpersonal relationship between teacher and parent.
B. Telephone Calls
At Charity Child Development Center, our staffs who can not communicate with parents face-to-face use the telephone to contact parents about school matter. On the phone, staff shares positive personal observations about a child in the center.
C . Personal Notes
Another medium of communication at this facility is personal notes addressed to parents regarding what the child is doing in the center. This personal note takes the form of two-way communication system wherein the teacher solicits a response from the addressees.
D. Electronic Communications
Another communication media are the electronic newsletters and emails. At Charity Child Development Center, we use emails or electronic newsletter to communicate with parents. Such communication creates avenues for a two-way communication system involving parents’ response.
E. Bulletin Boards
At Charity Child Development Center, bulletin board is placed visibly to all parents especially outside of the classroom. Parents who do not have the time to read other communications can be reached through the bulletin board. Information is placed on the bulletin board calling attention to parents to read as a slogan.
VI. PARENT-TEACHER CONFERENCES
At Charity Child Development Center, parent-teacher conferences are held to create awareness of the center programs between parent and center administration and also to foster family school partnership between family and the school administration. These conferences are held at Charity Child Development Center to provide a developmental overview of the whole child, to provide the time and privacy, to increase mutual knowledge and to formulate goals.
A. Developmental Overview Of The Whole Child
Parent-teacher conferences serve as a platform to view all aspects of the child developmental domains such as the social, physical/motor or intellectual/cognitive. During the conference, teacher explains the weakness and strengths of a particular child to the parent.
B. Proving Time And Privacy
Conferences are scheduled between teacher and parent to make provision of time and privacy. In the absence of an arranged organized conference, the problem of time and privacy can not be underestimated. There are issues the teacher can not discuss in the presence of the child while the parent is present. Both parent and teacher are mindful regarding privacy and time factor.
C. Increment Of Mutual Knowledge
At the conference level, there is mutual understanding among the conferees. Each is given the opportunity to express himself or herself and ask questions whenever or wherever necessary. Both teacher and parent are free to share their ideologies which surround a particular situation under discussion. Both gain from each other during the deliberation of the conference.
D. Formulation Of Goals
At the conference, objectives are discussed which lead to goals and plans to be executed now or in the future.
E. Schedule, Frequency, And Mannerism
At Charity Child Development Center, parent-teacher conference takes place twice in a year, namely in November and May. Prior to the conference, notices are sent to parents to sign up for the conference. Parents sign up for the conference based on their schedule and availability. During the conference, teacher discusses with parent the overall development and progress report on the child and other matters significant that relate to the child’s well-being.
VII. INVOLVING FAMILIES IN THE CLASSROOM
At Charity Child Development Center, we create opportunities for parent’s involvement. Such activities comprise of reserve time, birthday celebration, personal invitation, lunch invitation, and special occasions.
A. Reserve Time
During reserve time, parents are welcomed into the classroom to spend time during dropping off or picking up their children. During this time, they watch their children perform activities. It is the way of teacher telling parents that they are always invited into the classroom.
B. Birthday Celebration
One of the things that the teacher will consider in celebrating children’s birth day is looking at the parents schedule before inviting them to the birthday party. Most parents want to be part of what is happening to their children.
C. Personal Invitations
This is situation wherein a teacher includes a “Family Week” component in his or her classroom activities. He or she writes a personal invitation to a family considered to be the family of the week. This family is invited and eventually becomes the host of the occasion. During the occasion, the family gives out drinks, snacks etc. to other parent attendees.
D. Lunch Invitation
Parents are invited in the classroom to share meals with teacher and children. It is an opportunity for the family to see how teacher had taught and trained the student about table manner. Mom, Dad or Grandpa see themselves away from home and having lunch with students from different places and cultural backgrounds.
E. Special Occasions
This occasion demands the need to know about the family structures, family cultures, and family lifestyles. If the teacher decides to give an invitation to the father or mother in the family, he or she needs to know the family structures, religious practices regarding food etc. Does the family comprise of divorced, grandparents, same-sex marriage? Is the family religious or what kind of food do they eat? The teacher decides to give special people this invitation to a special occasions established by the school or center authority. This kind of special occasion entails inviting a Father or Mother separately.
VIII. FAMILY SUPPORT PROGRAMS
At Charity Child Development Center, we have developed and initiated programs to reinforce parent effectiveness in parenting role. The programs include Parent Effectiveness Training (PET), Systematic Training for Effective Parenting (STEP), Active Parenting Today (APT), the AVANCE parent education curriculum, and the curricula from the center for the Important of Child Caring.
A. Parenting Effectiveness Training (Pet)
At this program, we teach parents how they can develop better communication skills so that they can become better counselors to control their children’s behavior at home. We believe that if parents become better communicators such as using active listening, I-messages etc. their children will become knowledgeable about their behavior and change. Developing parents in this role as parents who will be effective in their parent role indirectly alleviate problem behavior that center staff will face with contingent enrolled child in the center.
B. Systematic Training For Effective Parenting (Step)
This program makes availability of structured curriculum materials such as cassettes, parent manuals, and leadership manual supplying materials for nine parent group sessions based on the child management principles adopted by Alfred Adler and Rudolf Dreikinrs. We emphasize the communication methods and nonpunitive discipline techniques such as the usage of natural and logical consequences in controlling children’s behavior during supervision as it pertains to child guidance strategies.
C. Active Parenting Today (Apt)
This is based on the philosophy of Alfred Adler, Rudolf Dreikirs, and Carl Rogers. We incorporate PET and STEP to make parenting education easier to teach and more compelling to learn. Our trainings are offered on video tapes and workbooks in structure sessions with trained leaders. Techniques such as I-messages, active listening, natural and logical consequences are illustrated in the video vignettes along with basic comprehension of causes of behavior, how children form self-esteem, and affirmation carried out by the teacher to make children became aware of their potential and develop responsibility. Such programs that are welcomed by middle-class parents might not be welcomed by low-income parents or parents from cultural backgrounds that do not value democratic approach of doing things.
D. Advance Parenting Education
This curriculum and program are designed preliminary to help poor, predominantly at risk Hispanic and neighborhood; notwithstanding, it is also useful and it has been used and effective in African American and Native American communities. It is a nine month course taught giving overview of parenting, parental care, infant needs, physical needs of young children, childhood illness, nutrition and the young child, children’s behavior, cognitive and language development, emotional needs, social needs, self-awareness, and goal setting.
E. Center For The Improvement Of Child Caring
At Charity Child Development Center, we incorporate this program where a step-by-step curriculum leads participants through 15 three-hour session teaching parenting skills that respect African American pattern of communication and recognize the roots of the black family.
IX. THE RATIONAL OF THE PROGRAMS
At Charity Child Development Center, we create avenue of availability of educational tools that provide supportive services to our parents and with the attitudes that build courage and dependability allowing them to use prior knowledge, build courage, and experientialism within their allowing them to share with other parents, empower parents of what they are doing, and expose them to new innovation that they have not considered previously. All these provide a rationale behind of what we are doing as an institution.
X. GOVERNANCE OF THE PROGRAMS
These programs or activities with respect to parent-empowerment and involvement at Charity Child Development Center are governed by our teaching staffs and coordinated by our center director. At Charity Child Development Center, these teaching empowerment programs are held quarterly in the year. At these events, child care services are provided by the facility to our parents free of charge. The events are carried out using the traditional classroom method or situation to disseminate information to our audience. Every teaching section is climaxed by a video to have the lesson pictured in the minds of the audience.
XI. OUR MISSION AND GOAL
Charity Child Development Center (CCDC) is a non-discriminatory child care center that treats all people regardless of nationality, race, religion, creed, culture, and geographic origin. Charity Child Development Center is prepared adequately and efficiently to provide social and educational services to infants, pre-school age, and school age children ranging from six (6) weeks to twelve (12) years old. Our curriculum is designed to meet the needs of the above categories. With respect to security and safety, Charity Child Development Center seeks to employ aseptic techniques, housekeeping measures, security system as it relates to fire and thief, good sanitation practices thereby providing security and safe environment for its enrollees. Our goal is to provide cares centering on educational, psychological, emotional, social training, and spiritual needs of the children in care.
Charity Child Development Center has the Administrator, Care Provider, and teachers who run the center on the daily basis. As the business grows, we anticipate expanding the staffing in the future.
XIII. BUSINESS PRACTICES
Charity Child Development Center provides care for children 6 weeks to 12 years old Monday through Friday from 7:00 a.m to 11:00 p.m
First Shift: 7:00 a.m to 5:30 p.m.
Second Shift 4:30 p.m to 11:00 p.m.
Weekly rates for children are as follows:
Infants to 2 years old: $180.00 biweekly; discount: $160.00/monthly
2-5 years old: $150.00 biweekly; discount: $180.00/monthly
6-12 years old: $120.00 biweekly; discount: $60.00/monthly
Other fees: A non-refundable registration fee of $15.00 is applied. Transportation fee is $35.00 a week per child if applicable. Payment for child care is due in advance on Friday of each week for the following week. If payment is late, a charge of $5.00 per day will be added to your fee. If full payment is not received by the third day, your child will not be allowed to stay at child care until the fee has been paid. If payment for the following week has not been paid and your child has been absent for three or more days in a row without explanation, the child’s space will not be held. Payment is to be made by (check/cash/money order). If the bank for insufficient funds rejects a check, cash or money order will only be accepted for payment thereafter. Receipts for payment of child care shall be provided upon payment. It is the parent/guardian’s responsibilities to retain those receipts for tax purpose. My tax ID number will be provided on request. Charity Child Development Center will be closed the following days and holidays:
New Year’s Day
Martin Luther King Day
New Year’s Eve
Thanksgiving Day (28-29)
Christmas Day (24-25)
In regard to substitute arrangement, substitute caregiver:
- Must meet minimum requirements.
- Will sign and date a statement starting the review of applicable child requirements was completed.
- Will review operational policies along with me each time employed.
- Will be used for planed, unplanned absences, and emergency.
- Information will be kept on file.
- Will be introduced to parents at 24 hours prior duty.
In regard to enrollment procedures:
- Parent and child will be given a tour of my family child care center.
- Parent and child will be introduced to staff and family members.
- Parent and I will go over programs operational policies.
- Parent will complete, sign an application for enrollment.
- Parents will fill out and sign all required forms; keep a copy and leave a copy with me.
- Parent will be given a summary of the NC Child Care rules and regulations.
- Parent will be given a copy of programs operational policies.
XIV. MEALS AND SNACKS
A nutritious breakfast, lunch and afternoon snack shall be provided for each child attending Charity Child Development Center.
Breakfast will be served between 8:45 a.m and 9:30 a.m; lunch 12:00 p.m, snack 2:45 p.m.
Dinner is 5:30 p.m to 6:30 p.m.
If your child will be arriving later than these times, please make sure your child has eaten before arriving at child care. Parents are required to provide bottles and jars of baby food for children who are not eating table food. All bottles are to be prepared at home and the bottles and jars of food or to be labeled with child’s name and the date they were prepared or opened. Parents are asked not to bring food to child care for child unless there is a special need such as a special diet due to allergies or a special occasion such as a birthday or holiday. Any baked goods brought to child care that are to be shared with other children will need to be purchased from a bakery that is inspected by health officials (such as a grocery store bakery). Pre-packaged goods are also acceptable. Infants feeding schedules are to be completed by parents for children under 15 months old and are to be updated in writing as the child’s food habit change.
Charity Child Development Center has before and after school cares, recreation, field trips, and tutorial classes for pre-school and school aged children. Playing is your child’s work. When children play and interact with variety of toys that stimulate their social, emotional, physical, and thinking skills, their minds and bodies are preparing for future success. During the day children engage in group activities, music, language, art, water play, science, creative art, and field trips. We take time to listen to your child. Take an interest in what they have accomplished at child care each day. This will set the tone for the rest of the evening and a good and healthy long-term relationship with your child.
XVI. PARENT INVOLVEMENT
Our mission is to teach children how to get along effectively with each other and to prepare them for school readiness. You are encouraged to participate in child care activities at Charity Child Development Center. Some of the ways you may participate include volunteering during birthday celebrations, holiday or seasonal parties, cookouts, reading a story to the children, accompanying the children on field trips, or sharing a special talent. If you have other ideas, please feel free to share them with us. You are always encouraged to discuss your child’s progress and/or any concerns with us. If you have questions, concerns or praises about the program, please feel free to also discuss them with us.
XVII. HEALTH AND SAFETY PRACTICES
All efforts are made to provide a safe indoor and outdoor environment for the children. Monthly fire drills are conducted with the children to insure that everyone shows the correct procedure to follow in case of fire. We are certified in CPR and First Aid and these certifications are kept current. First aid supplies are available at all times for us if necessary. Health and emergency information is kept on file for each child and updated as necessary.
When transportation is provided, written permission and emergency information is kept in the vehicle. Children will only be transported in approved car seats or safety restraints. Parents will always be informed before their child is transported anywhere. Parent or responsible person (family member information must be on file) is responsible bringing the child to the automobile for pick-up and receiving the child at drop-off. The parent or responsible person must sign and date a transportation log for pick-up and drop-off. General cleaning is done daily (cleaning of toys, wiping tables/high chairs, and outdoor inspection).
We do provide potty learning; however, this can only be done with the parent’s cooperation. We ask that you recognize that this process is a part of your child’s physical growth and care only begin when a child shows signs of interest, has the ability to remove his/her clothes and can communicate with words. Rewards for success shall be emphasized rather than penalties for failure. Children will need pull-ups and clothes that are easy to pull down or snap leg pants.
Safe Sleep Policy:
- Infants under 12 months of age shall be placed on their backs on firm tight-fitting matters for sleep in a crib.
- Waterbeds, sofas, soft mattresses, pillows, and other soft surface shall be prohibited as infants sleeping surfaces.
- All pillows, quilts, comforters, sheepskins, stuffed toys, and other soft product shall be removed from the crib.
- If a blanket is used, the infants shall be placed at the foot of the crib with a thin blanket tucked around the crib mattresses, reaching only as far as the infant’s chest.
- The infants head shall remain uncovered during sleep.
- Unless the child has note from a physician specifying otherwise, infants shall be placed on a supine (back) position for sleeping to lower the risk of Sudden Infant Death Syndrome (SIDS).
- When infants can easily turn over from the supine to prone position, they shall be put down to sleep on their back, but allows adopting whatever position they prefer for sleep.
- Unless a doctor specifies he need for a positioning device that restricts movement within the child’s crib, such devices shall not be used.
XVIII. INFECTION CONTROL/CHILDREN EXCLUSION
We do not elect to care for children who are mildly ill. Children who become ill while at child care will be separated from the other children and you will be called to pick your child. A child may not attend child care if he or she:
- Is running a fever of 101 degree or more. A child must be fever free for 24 hours before returning to child care;
- Is having sudden onset of diarrhea characterized by an increase number of bowel movements compared to a child’s normal pattern and with increased stool water;
- Is having two or more episodes of vomiting within a 12 hour period;
- Is having scabies or lice;
- Is having strep throat until 24 hours after an antibiotic treatment has begun;
- Is having pertussis (whooping cough) until 5 days an antibiotic treatment;
- Is having impetigo until 24 hours after treatment;
- Is having tuberculosis until a health professional states that the child is not infectious;
- Is having a red eye with white or yellow discharge until 24 hours after treatment; or
- Is having known chicken pox or a rash suggestive of chicken pox.
I know it is difficult to be out of work when your child is sick. However, when your children are sick, they are more comfortable to their own homes and beds with you caring for them. We want to keep all of the children as healthy as possible. If a child is brought to Charity Child Development Center and he or she is sick, he or she may infect the other children. Please contact us if your child has a contagious condition. We and other parents be advised of the situation and be able to respond appropriately for the other children in care. In the event that the operator gets sick, substitute arrangements may be made for the care of the children as to not infect the children. If illness is severe or contagious, parents will be asked to make other child care arrangements and the facility will be closed. Parents will be informed of these conditions as soon as possible.
XIX. MEDICATION POLICY
You must complete and sign a permission to enable us administer medication to your child. The medication must be in its original container and the dosage needs to be appropriate for the age and the weight of the child. Medication that is prescribed for a child will not be given to another child. The original label of the medication must be on the bottle. In case of accidental injury, every attempt shall be made to contact you as soon as possible. Please be aware that if you or another emergency contact person is unavailable, your child will be referred for treatment at the preferred hospital you have chosen on the application under the medical data.
XX. DISCIPLINE POLICY
Our discipline method includes praise, separation from group (time out) or redirection. No form of corporal punishment will be used at any time on any child for any reason. No child will be punished in relation to food, rest or toileting accidents. A copy of the discipline policy will be reviewed at the child’s time of enrollment and a copy of the signed policy will remain as a part of the child’s file. A copy shall also be given to you for your reference.
At any time a child is suspected to be abused or neglected, we are required by law to report our suspicious to the Department of Social Services in Mecklenburg County.
XXII. ITEMS TO BE PROVIDED BY PARENTS/GUARDIANS
You are required to provide the following information and items on your child’s first day of attendance at Charity Child Development Center:
- A signed Health and Emergency Information Form;
- Child’s Application Form;
- Meal Guidelines;
- A copy of vaccination report;
- A copy of the child’s health assessment (medical) that is signed by a licensed physician or his designee;
- A signed discipline policy;
- A signed statement that you received a copy of and an explanation of the Safe Sleep Policy;
- Travel Authorization (if applicable);
- A Safe Sleep Policy Waiver (if applicable);
- A signed copy that you received a copy of the summary of NC Child Care Rules and Law;
- Medication Consent Form;
- A sheet or blanket for rest time or the day care may provide it if you don’t have:
- A change of clothes labeled with the child’s name;
- Diapers and wipes; and
- Feeding schedule (if applicable)
This document aims at developing a lasting relationship between family and school with the purpose of helping children to become successful in their educational endeavor. This can be actualized when the child self-esteem is not being compromised by parents and school authorities. It is the main reason that this document has been produced to help parents and school authorities obtain information viable to help children succeed in schools and homes. It finally discusses the program mission and parents responsibilities to keep their children in the center.
Rev. Jallah Yelorbah Koiyan
Charity Child Development Center
3315 Tyrone Drive
Charlotte, NC 28215
- Parent’s Handbook
- Parent-Teacher Conferences
- News letters
- Electronic communications (emails)
- Bulletin boards/Slogans