Montessori School of

Oceanside

3525 Cannon Road

Oceanside, CA 92056
(760) 941-3883

Parent Handbook

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 “I have studied the child, I have
taken what the child has given
me and experienced it and this is
what is called the Montessori Method.”

Maria Montessori
(1870 – 1952)

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 BIOGRAPHICAL NOTE ON MARIA MONTESSORI

Maria Montessori, the first woman M.D. in Italy, was one of the great
pioneers in the study of the development of the very young. She has truly
impressive credentials when, in 1908, she began her now famous method of
educating young children.

A background in mathematics, engineering and biology preceded her

study of medicine. Graduated from Rome University Medical School in 1896, she
was appointed assistant doctor at the Rome University Psychiatric Clinic. Her
work during the next three years with retarded children reflected not only deep
compassion but also rigorous scientific quality.

The Ministry of Education invited her to give a series of lectures at Rome

University on the education of exceptional children. In these lectures, she set
down the foundations of scientific pedagogy in Italy and was subsequently
asked by the state to found and head a school for exceptional children.

She designed the special materials and scientifically prepared an

environment she deemed essential for the meaningful education of her pupils.
Dr. Montessori succeeded brilliantly and received world acclaim. Montessori
believed she could apply her revolutionary ideas to the education of the normal
child, and to this end she embarked on a program of intensive studies at Rome
University.

During the years from 1901 to 1908, Montessori studied philosophy and
psychology. Made a Professor in 1904, she occupied the Chair of Anthropology
at the University and occupied the Chair of Hygiene and the Magistero
Femminile in Rome, one of the women’s colleges in Italy. In 1908, Dr. Montessori
began her innovative method with a group of normal children in the slum area
of San Lorenzo, Rome. In a year, her success with these children was of world-
wide interest. A major landmark in education of the young children was
established.

Between 1912 and the end of her life, she put her ideas into twenty-five
books and pamphlets on various aspects of her education theory and practice.

Dr. Montessori died in Holland in 1952 at the age of 82 and was buried in
Holland, her adopted country, whose love for freedom and concern for
education she particularly valued.

Since 1980, Montessori schools have been established world wide.

Montessori education was introduced to this country in 1912 with one of the
early schools being established by Alexander Graham Bell in his own home.
There are now over seven thousand established Montessori schools in this
country.
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 SCHOOL PHILOSOPHY

Montessori School of Oceanside is dedicated to the philosophy of Dr.

Maria Montessori in the belief that her teachings provide a scientifically based
system which not only aids the child during early development but throughout
life. The Montessori philosophy is based on love for the child, respect for the
child’s dignity as a person, and a strong desire to help the child realize his or her
fullest potential in society.

The school upholds the right of the child to progress at his own pace, in his
own individual way and to be provided with the aids he needs for physical,
emotional, social and intellectual normal development.

The school offers an environment where in an atmosphere of serenity and

respect, the child finds:

 A variety of equipment and material which motivates his

spontaneous activity and desire to learn

 Inner order and inner discipline

 Confidence and sincerity in human interactions

 People who lovingly care for his total welfare and development

The Montessori classroom is a social community concerned with the total

development of children in a relaxed atmosphere, free of criticism and
competition. Our goal is to promote the child’s growth toward autonomy, to
give him a positive attitude toward school through an excellent foundation of
creative learning. Attitudes and confidence developed while he is yet in
formation will serve him throughout his lifetime.

QUESTIONS AND ANSWERS

WHAT IS THE MONTESSORI METHOD?

Montessori is a philosophy and method of education which

emphasizes the potential of the young child and develops this potential
by utilizing specially trained teachers and special teaching materials.
Montessori recognizes in the child a natural curiosity and desire to learn;
the Montessori materials awaken the desire and channel his curiosity into
a learning experience which the child enjoys. Montessori materials help
the child to understand what he learns by associating an abstract
concept with a concrete sensorial experience; in this manner, the

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Montessori child is actually learning and not just memorizing. The
Montessori Method stresses that children learn and progress at their own
pace.

WHAT DOES MONTESSORI OFFER MY CHILD?

Montessori allows each child to experience the excitement of

learning by his own choice rather than by being forced. Dr. Montessori
observed that it was easier for a child to learn a particular skill during
corresponding “sensitive periods” than at any other time in his life. These
are periods of intense fascination for learning a particular skill. Montessori
allows the child freedom to select individual activities which correspond
to his own periods of interest and readiness and progress at his own pace.
A child who acquires the basic skill of reading and arithmetic in this
natural way has the advantage of beginning his education without
drudgery, boredom or discouragement.

WHY ARE MONTESSORI CHILDREN GENERALLY SELF-CONFIDENT, OUTGOING

AND SELF-RELIANT?

Montessori is based on a profound respect for the child’s

personality. The child works from his own free choice and is allowed a
large measure of independence which forms the basis of real self-
discipline.

As each child progresses at his own pace and successfully

completes the self-correcting exercises, he develops confidence in his
ability to understand his environment.

Montessori presents endless opportunities among the children for

mutual help which is joyfully given and received. Cooperative social
interaction among children of different ages engenders a feeling of
friendship, respect for the rights of others, and self-confidence.

These aspects of the Montessori program help eliminate the

necessity for coercion which often causes feelings of inferiority and stress.

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WHAT IS THE MONTESSORI CONCEPT OF FREEDOM IN THE CLASSROOM?

The Montessori environment includes a fine balance between

structure and freedom. The concept of freedom carrying responsibility is
gradually introduced from the time he enters school. The Montessori child
has a wide variety of constructive paths to choose; he gains the skills and
tools to accomplish his choice and he is taught the social values that
enable him to make an enlightened choice. An undisciplined and
unskilled child is not free, but rather he is a slave to his immediate desires.
Allowing this behavior to proliferate merely forms a habit that is hard to
change. The child does not benefit from destructive behavior and he
becomes an unhappy child. Freedom does not involve being able to do
what you want to do. It does involve being able to distinguish what is
constructive and beneficial and being able to carry that our.

WHY SHOULD I SEND MY CHILD TO MONTESSORI SCHOOL?

Montessori is education…not a preschool school. The best time to

start your child’s education is during the early years…2 ½ to 4 ½ when
most of his intelligence and social characteristics are formed. Fifty
percent of the child’s mental development occurs before 4 years of age.
In a Montessori school, your child will learn to think in logical patterns and
to deal with reality. He will become better prepared to cope with the
complex challenges of tomorrow’s world.

WHAT IS MONTESSORI APPARATUS?

The Montessori classroom offers 500 unique educational didactic

(self-teaching) materials which are used by the children in the classroom.
They accommodate many levels of ability. They are not “teaching aids”
in the traditional sense, because their goal is not the external one of
teaching children skills or imparting knowledge through “correct usage”.
Rather the goal is an internal one of aiding the child’s mental
development and self-construction. They aid this growth by providing
stimuli that captures the child’s attention and initiates a process of
concentration. The child, then, uses the apparatus to develop his
coordination, attention to details and good work habits. When the child’s
environment offers materials that polarize his attention…the teacher is
then able to give him the freedom he needs for healthy development.

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WHAT HAPPENS WHEN A MONTESSORI CHILD ENTERS THE PUBLIC SCHOOL
SYSTEM?

The habits and skills which a child develops in a Montessori class

serve him for a lifetime. Since Montessori education is successful in
developing concentration, self-discipline, a love of learning and social
skills…the child is better equipped to enter new situations…he easily
adjusts to the traditional school environment. Good habits, that are
acquired early in a child’s life result in a lifelong pursuit of knowledge.

DOES THE MONTESSORI ENVIRONMENT FOSTER CREATIVITY?

Experience tells us that “creating” cannot be taught and that the

child’s environment tends to either foster or restrict his creative potential.
To foster creativity Montessori realized that the environment must itself be
beautiful, harmonious, and based on reality in order for the child to
organize his perceptions of it. Then the child is capable of selecting and
emphasizing those processes necessary for creative endeavors. The child
needs freedom if he is to develop creativity which is involved with the
intellectual as well as the aesthetic processes of the mind. The child in the
Montessori classroom is free from judgment by an outside authority that so
inhibits the creative impulse.

WHY MONTESSORI?

THE IMPORTANCE OF THE EARLY YEARS

Dr. Maria Montessori, one of the most important educators of our

time, emphasized the need for early education. She wrote, “The most
important period of life is not the age of university studies, but the first one,
the period from birth to the age of six. For that is the time when man’s
intelligence itself, his greatest implement, is being formed. But not only his
intelligence; the full totality of his psychic powers…at no other age has the
child a greater need of intelligent help, and any obstacle that impedes his
creative work will lessen the chance he has of achieving perfection.”

THE REAL NEEDS OF THE CHILD

Montessori attitudes and philosophy are most consistent with the

needs of a child in the process of developing and learning. Montessori’s
educational theories are based on the way a child develops naturally

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and then correlated for use as an educational system consistent with
these laws.

CHILD CENTERED

Dr. Montessori believed that no human being is educated by

another person. He must do it himself or it will never be done. A truly
educated individual continues learning long after the hours and years he
spends in a classroom because he is motivated from within by a natural
curiosity and love for knowledge. She felt, therefore, that the goal of early
education should not be to fill the child with facts from a pre-selected
course of studies but rather to cultivate his own natural desire to learn.
Her experiments made the child the center of education; her program is
adapted to the interests and the needs of the children. As a result,
children concentrate with enthusiasm and achieve a real and profound
understanding of their work. This intellectual progress is accompanied by
emotional growth. The children become harmonious in movement,
independent of work, and honest and helpful with one another.

PHASES OF GROWTH

Dr. Montessori discovered, and recent educational research has

verified, successive phases of growth in children each with characteristic
sensitivities which guide physical and mental development. These phases
of growth, she called “sensitive periods”. They are outwardly
recognizable by an intense interest which the child shows for certain
sensorial and abstract experiences. Dr. Montessori discovered that the
guiding sensitivities constitute needs in the child which demand fulfillment
and are universal to all children. Thus, the validity of Dr. Montessori’s
observation has remained constant since she began her task of the
discovery of the child.

THE ROLE OF THE TEACHER

The function of the teacher in a Montessori classroom differs

considerably from that of the traditional teacher; hence, Dr. Montessori
used the term “director/directress”. The directress brings the child into
contact with the world in which he lives and the tools by which he learns
to cope with his world. He/she is, first of all a very keen observer of the
individual interests and needs of each child, the daily plan proceeds from
the observation rather than from a prepared curriculum. The correct use
of materials is demonstrated, as they are individually chosen by the
children. The directress carefully watches the progress of each child and
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keeps a record of his work. The individual child’s total development as
well as his progress toward self-discipline is carefully guided by the
directress who prepares the environment, directs the activities, and offers
the child enticement and stimulation. The mutual respect of the student
and the teacher-guide is the most important factor in this process.

THE UN-GRADED CLASSROOM

The greatest possibility for flexibility in permitting individual lessons

and progress, while still retaining group sessions at no expense to the
individual child, exists in the Montessori environment. The use of individual
materials permits a varied pace that accommodates many levels of
ability in the classroom. If the classroom equipment is to be challenging
enough to provoke a learning response, it must be properly matched to
the sensitivities and past experiences of the child. This experience is so
varied that the most satisfying choice can usually be made only by the
child himself. The Montessori classroom offers him the opportunity to
choose from a wide variety of graded materials. The child can grow as
his interests lead him from one level of complexity to another. He works in
a group composed of individuals of various ages, abilities, cultures and
interests and is not required to follow anyone else’s program…it permits
the younger children a graded series of materials for imitation and the
older ones an opportunity to reinforce their own knowledge by helping
the younger ones. Hence, he adds to the group as he receives from it
what he needs.

PARENT INVOLVEMENT

By being an involved parent, your child’s experience at Montessori

School of Oceanside will be enhanced for both of you. Our door is always
open for you to visit for a few minutes or a few hours, and of course, you
are welcome to join whatever activity is going on, whether it may be
reading stories, arts and crafts or eating lunch.

If your daytime schedule does not permit active involvement at our

school during class time, you can still share in your child’s activities.
Proudly display your child’s art work and projects at home (children love
to see their creations decorate the refrigerator), and in the evening and
on the way to and from the center, encourage your child to share his or
her experiences. Talk about the fun things your child likes to do, the
teachers, special friends, favorite lunches and whatever else interests your
child.

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 You are encouraged to speak with your child’s teacher on a
frequent basis. If there are any questions, problems or situations that need
to be addressed, do not hesitate to contact the center owner operator.

OUR POLICY FOR NON-DISCRIMINATION

Our program is designed for children from six weeks to twelve years
of age, and we offer programs for Kindergarten through 5th grade.
Montessori School of Oceanside accepts applicants on a first-come, first-
served basis and does not discriminate on the basis of race, color, religion,
sex, marital or veteran status, national origin, handicaps or political beliefs.

THE APPLICATION PROCESS

To enroll you child at Montessori School of Oceanside, we

encourage both parents and children to visit the center and meet with
the Administrator and teachers. During this time you will have the
opportunity to tour the facility and have your questions answered.

When you have made the decision, please follow these steps:

1. Complete all necessary forms in the packet which include the

enrollment form and emergency contact numbers.
2. Submit a current physical examination report and immunization
record completed by a physician.
3. Pay the required non-refundable registration fee.

CONFIDENTIALITY OF INFORMATION

All information pertaining to a child and his/her family is at all times

kept confidential. At times a staff member, along with the Director of the
center, may review the child’s file for information which may be pertinent
to the child’s needs.

By no means may the child’s family information or the child’s

information be released to any outside influences, except for the licensing
agents and departmental authorities. Other than this, parental approval
must be given.

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WAITING LISTS

Due to high demand for quality child care, there may not be a
place immediately available for you child at our school. We do maintain
a waiting list based on the date of the application and the child’s age.
As openings occur in the center, parents are called in the order of their
position on the waiting list.

Priority will be given, however to children currently enrolled in our

school who are waiting to advance to the next age group and their
siblings who have not yet enrolled, before new families are accepted.

We are not able to reserve a place for your child should you decline
the opportunity to register when offered.

ADMISSION POLICY

1. Children must be at least six weeks of age.

2. Children must have on file, prior to their first day of enrollment, a
record of complete physical, an updated immunization record,
evidence of freedom from tuberculosis and any other state
requirements that apply.
3. All registration materials must be completed prior to enrollment. It is
the responsibility of the parent/guardian to update the personal
information in their child’s file. This information includes but is not
limited to the home address, home phone number and schedule of
attendance.

TUITION POLICY

Tuition must be paid monthly or weekly. Tuition is due the first

business day of each month or Monday of each week. Late fees will be
assessed on late payments. For returned checks a fee is also assessed,
and you may be required to make future payments in cash.

Tuition is still due in full according to your child’s fee schedule, even
though your child may not attend. Should your child permanently
withdraw from the school, no credit or refund of tuition will be given.
Return to school would require payment of a re-registration fee.

For each additional child enrolled in your immediate family, you will
be entitled to a 10% discount on tuition of the older child.

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 Should there be and extenuating circumstances that would prevent
you from paying on a timely basis, please discuss this confidentially with
the Director prior to it becoming a problem. Continued failure to pay
tuition on a timely basis may result in terminating your child’s enrollment.

WHAT SCHEDULES ARE AVAILABLE

Montessori School of Oceanside is generally open from 6:30 am to

6:00 pm Monday through Friday, twelve months a year.

We offer full-time and part-time care and flexible scheduling on a

space available basis. The center Administrator can provide you with
specific information on what openings are available.

VACATIONS AND HOLIDAYS OBSERVED

We are closed on these national holidays: New Year’s Day,

President’s Day, Memorial Day, Independence Day, Labor Day,
Thanksgiving, Christmas week and some state holidays. There is no tuition
credit allowed for these days.

We may choose to close on the day before or after the actual

holiday if that day falls on a weekend.

ATTENTION TO SAFETY

From the moment your child arrives until he or she is picked up at

the end of the day, your child’s safety is our foremost concern. No child
shall ever be left unsupervised. Our center is equipped with an
intercom/telephone in each classroom to allow for emergency use.

Procedures for arrivals and departures have been developed to

assure the safety and well-being of everyone at the center. Your
cooperation in complying with them is appreciated.

 Parents are to use only the front door for entering and exiting.
 Children shall always be walked into the building and be placed
with a staff member before the parent leaves. Never leave a
child outside the building for them to walk in alone or
accompanied by another child.
 Parents must complete the sign-in/sign-out process on a daily
basis and any applicable permission slips (medications, field
trips)
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  When picking up your child, be certain that a staff member
acknowledges that your child is leaving the building.

A child will not be permitted to leave with any person other than
those designated in writing by the parent. Photo identification will be
checked for any designated person picking up a child. There will be no
exceptions to this policy.

If there are any changes to those authorized to pick up your child,

or if you will be car-pooling with other parents, please advise us.
Remember to use a child safety seat and buckle up when transporting
your children at all times.

HEALTH PRECAUTIONS

In addition to the physician’s examination and immunization records

for enrollment, we also have a daily screening to observe each child’s
health. If your child develops symptoms of illness during the day we will
immediately isolate him/her from the other children and call you pick up your
child. For the health and well-being of your child and others, please do not
bring your child to school if he/she:

1. Has a fever or has had one during the previous 24 hours.

2. Is in the first 24 hours of antibiotic treatment.
3. Has a heavy nasal discharge that is not clear. (Nasal discharge
that is clear may be caused by an allergy)
4. Has a constant cough.
5. Has symptoms of possible communicable diseases such as
sniffles, reddened eyes, sore throat, painful ears, rash,
headache, abdominal pain and/or fever.

If your child has a communicable disease, such as chickenpox,

please inform the school so we can take the necessary precautions.

For more detailed health care information refer to our Illness Policy.

In the case of accident or injury we will make an attempt to reach

you. If you are not reachable, the child’s pediatrician and emergency
contact persons listed will be called.

IF YOUR CHILD NEEDS MEDICATION

Our staff will dispense prescription medications during the day only
with parental written authorization. The form must be completed in full
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with the name of the medication and the prescribed dosage and times to
be given. The medication is to be in the original container with the child’s
name and dosage instructions on the pharmacy label and must not be
expired. Please alert us to any possible side effects of the medication and
when it is to be discontinued. When medication is administered the time,
date, amount and responsible party will be recorded.

MEALS

Good eating habits and positive attitudes towards food should be

established at an early age. For young children it is essential to have a
nutritionally balanced diet for healthy growth and development. Our
menus have been designed to include items from each of the four basic
food groups with an emphasis on fruits and vegetables. Milk is provided
with lunch. A variety of mid day snacks and drinks are also given. Those
arriving early may be given breakfast.

Please advise your child’s teacher in writing of any food allergies or

intolerance. A substitute item may be able to be offered to your child in
place of that item.

NAP TIME

There is a rest period during the day for all children. Each child is
assigned his or her own mat or cot to sleep on and is welcome to bring in
a favorite blanket or “cuddly”.

TOILET TRAINING

We accept children that are not yet toilet trained. When you, the
parent, have determined that your child is ready to begin using the toilet,
our staff will assist your child so as to maintain consistency between home
and school behavior. The following guidelines are useful in determining if
your child is toilet trained:

 The child can wait 30 minutes between toilet times (our staff
accompanies the children to the toilet approximately every 30
minutes).
 The child can express the need to go to the bathroom to a
parent and teacher.
 The child does not need to wear diapers, even at nap time.

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CLOTHING YOUR CHILD WILL NEED

Children are to be fully dressed when they arrive to our center.

Because play and activity are such an important part of the curriculum,
clothing should be comfortable and practical. Children will feel much
more at ease participating in activities if they are not concerned about
ruining their “good” clothing.

Children who walk must wear closed shoes at all times, preferably
sneakers. Footwear such as sandals, flip-flops and boots do not offer the
necessary safety and protection and therefore, are not permitted.

Every child needs to always have a complete change of clothing,

including socks and underwear (if applicable), kept at school in case of
soiling. If your child has changed clothing during the day, please take
home the soiled items and replace them the next day.

All clothing items are to be labeled with either a commercial label

(available in fabric and notion stores) or permanent markers with the
child’s full name. A lost and found box is kept at the center, so please
check it if you are missing anything. If your child comes home with an
article of clothing that is not his or hers, please return it.

WHAT YOUR CHILD CAN BRING FROM HOME

When children have a specific “Show and Tell” time in class, they
are encouraged to share items of interest, such as toys, games, books or
tapes. Items of dangerous or violent nature, such as toy guns or sharp
objects, or anything deemed to be unsafe by our staff will not be
permitted.

In other instances, it is in the best interest of all children to not bring

in personal items, as they may be lost or broken or create problems in an
otherwise shared environment. A good alternative is to have a favorite toy
waiting in the car when your child is picked up.

Under no circumstances should money, jewelry or valuables be

brought in by your child.

HOW BIRTHDAYS ARE CELEBRATED

Birthdays are special and important occasions. At our center we

want to make your child’s birthday fun and exciting. You are welcome to
bring in a treat for everyone in your child’s class, preferably something
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nutritious. Please make arrangements with your child’s teacher for any
special plans, which can include songs, stories, or something to make your
child’s birthday unique.

SPECIAL INFORMATION FOR PARENTS OF INFANTS AND TODDLERS

At Montessori School of Oceanside we know that very young

children need extra special care and attention. Our loving staff provides a
nurturing, soothing, stimulating environment for precious little ones. Plenty
of hugs, cuddles, talking and listening, with close attention to your child’s
needs, create feelings of warmth and security.

Children involved with activities to promote sensory development

and awareness, physical development and cognitive skills on a daily
basis. Details about your child’s behavior during the day are provided to
you in our daily notice.

Please be sure that your child has the following items in the center
on a daily basis, replacing and laundering them when needed:

1. Diapers for a full-time infant, eight disposable diapers will be

needed daily.
2. Baby wipes – labeled
3. Six crib sheets – labeled. The use of crib bumpers is your
decision. If you care to use them, please supply them.
4. Three changes of clothing (including socks or booties)
labeled.
5. Sweaters and/or jackets suitable for indoor and outdoor
changes in temperature.
6. Receiving blanket – labeled
7. Ointments – labeled (no powder sprays please)
8. Any foods, whether formula or solids, must be supplied by the
parent and must be labeled.
9. Medication in most areas must be prescription only.
Medication forms must be filled out before any medication
can be administered to an infant. If the administration of non-
prescription medication is permitted by regulations, a
doctor’s note may be required.
10. All belongings must be brought to school in a tote bag. All
items must be labeled, especially baby bottles and caps. All
bottles must be accompanied with a cap. This is a
government requirement. We are sorry but we cannot be
responsible for any unlabeled item.
11. Any items that are not listed above which you care to bring
should be labeled. The center cannot be responsible for
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 disappearing items. With your cooperation we can keep
disappearing items to a minimum.
12. Please do not use your infant’s bin for storage. This only
creates a cluttered atmosphere and a home for germs.
Infant’s belongings must be taken home nightly and
laundered (if needed).

Eating times for this age group are special times, and individual
preferences will be recognized. Bottles are never propped and food is
portioned and made to appropriate consistency. If you are able to visit
the center at this time, you are always welcome to join your child for
meals, including breast feeding.

TIPS FOR THE FIRST DAY OF SCHOOL

The first day of school can be both exciting and unsettling. There
are several ways you can assist your child with what might be his/her first
experience away from you and the security of your home.

 Determine whether past experiences indicate that your child

might have a problem leaving you.
 Determine whether you might have a problem leaving your
child.
 Take your child to the center to visit prior to the first day. Have
your child meet his/her teacher; walk around the building; peek
in through the windows; look at the playground equipment, the
parking lot, side lawns, trees and other surroundings.
 The more familiar your child is with our center and the
consistency of your daily routine in arriving, the more
comfortable he/she will be.
 With some parents and children, a transition period into the new
experience of child care may ease the separation. Perhaps the
first day or few days that your child attends could be less than
the full schedule to allow time for the adjustment. Soon your
child will look forward to coming to us with assurance that
Mommy or Daddy will return.

For some children, going to school is a happy uneventful break from

family or caregivers. For other children the experience is both difficult and
frightening. Until that first morning (or the first few days) there is no way to
be absolutely sure of how a child will react. Sometimes, days later, there is
a delayed reaction accompanied by tears and non-verbalized fears. The
way parents react can play an important role in a child’s enthusiasm and
acceptance. The language of support, before the event, can help dispel
some of these fears.
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  “I will go to work, and then I will pick you up.”
 “You will have so much fun.”
 “There will be toys and games to play with.”
 “Your teacher will help you in the bathroom.”
 “You can play with trucks.”
 “You can paint and color.”
 “Your teacher will be my friend too.”

On the first morning or afternoon it is wise to arrive a little earlier so

that you are not in a rush. Walk or carry your child into the center and
take your child to his/her teacher. Introduce your child if your child is old
enough to understand. If your child is too young to understand
introductions, simply introduce your child to the caregiver and the staff will
take over with the welcome. Since every child will have a cubby with
his/her name it would be a good idea to help your child locate the cubby
and place the things you have brought from home in the cubby. Then it is
time to think about leaving.

 Be honest with your child. “I’m leaving for work now. I will be
back at 4:00.” “Give me a big hug and a kiss.”
 It is not wise to say, especially if your youngster begins to cry or
tantrum, “I’ll be back in just a minute” or “I’m just going to the
movies.” Honesty and reality are always best.
 At this time the staff will go to work to interest your child in
something around the center. Should your youngster continue to
be upset, then we would contact you by telephone. This
generally doesn’t happen. Tears may flow for just a few minutes.

At the end of the day, park your car and come into the center.
Your child will probably be looking for you, and the staff will have him/her
ready to go. If for some reason you will be delayed, please call the
center. Make sure the staff sees you take your child, and remember to
sign out from the center.

Repeat this procedure on the days following the first day. If you
have any concerns do not hesitate to call the center. Together we will
plan how to overcome problems should they arise. On the first day of
school, please understand that it is perfectly natural for you to walk out of
the center and feel sad and/or apprehensive. A good cry has helped
many a parent between the center and the work place. Rest assured
your child is in safe, caring hands.

During the week prior to your child’s enrollment in the center the
staff will be glad to receive items that will be necessary in caring for your
child. Otherwise, you can bring them with you on the first morning.
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TERMINATION OF ENROLLMENT

In certain circumstances, it may be necessary for the Director to

decide to discontinue a child’s attendance. Such a decision would be
based on whether it is in the best interest of that child, the other children in
the class and the overall operation of the center to terminate enrollment.
Every effort will be made to correct a problematic situation (i.e. moving
the child to another class) before a final decision is made. Termination of
enrollment may be the result of the following:

 Non-payment of tuition (immediate termination)

 Abuse of children, staff or property
 Continued violation of our policies
 Disruptive or dangerous behavior
 The center’s inability to meet the child’s needs.

Whenever possible, in the event of termination of enrollment, written

notification of one week will be provided to the parent.

OUR RESPONSIBILITY FOR REPORTING SUSPECTED ABUSE AND NEGLECT

Child abuse and neglect is a terrible crisis. As caring concerned

parents and child care providers we take very seriously our responsibility,
as require by law, to report suspected cases.

Our staff has been trained to recognize the signs and symptoms of
abuse and neglect.

Abuse and neglect, whether it may be physical or emotional, can

happen in all types of families, from all walks of life and in varying degrees.
In all instances the damage to children can last a lifetime and certainly
affect their self-esteem and developmental process.

When abuse occurs, both children and parents are the victims and
need support, understanding and help. Parents may ask the center
Administrator for a confidential referral for outside intervention and
suggested resources for prevention and assistance in dealing with this
problem.

Should a parent or staff member suspect abuse or neglect, these

steps are usual course of action:

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 1. Staff member will discuss the suspected case with the center
Director.
2. The Director will observe the child, talk with the child and further
seek to determine if abuse or neglect may have occurred. These
findings will be documented in the child’s file.
3. The Director will talk with the child’s parents about the concerns.
4. The staff and Administrator will make a determination of the
need to call the appropriate child abuse agency.
5. A social worker or representative of the agency may visit the
child at our center or the child’s home.

In a situation deemed to require immediate attention, a staff

member may call the abuse hotline directly.

We are also very concerned about preventing abuse in the child

care center. To protect the children in our care, the following measures
are taken:

 Extensive screening of all staff members, including criminal

background checks.
 Close observations and performance evaluations of staff.
 Involved, capable supervision constantly monitoring the
classrooms, activities and staff members through closed circuit
television and observation windows.

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