Parent Handbook - Casa dei Bambini

Transcription

Casa dei Bambini Parents Handbook
© 2012 - Casa die Bambini School
Statement of Purpose
Casa dei Bambini School is committed to providing a carefully planned,
stimulating environment which will help children develop within themselves the
fundamental habits, attitudes, skills, and ideas which are essential for a lifetime of
creative thinking and learning.
The specific goals for the children attending our school are:
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To develop a positive attitude toward school and learning.
To develop high self-esteem.
To build habits of concentration for lifelong study skills.
To develop and foster an abiding curiosity.
To develop habits of initiative and persistence.
To foster inner discipline and a sense of order.
To develop sensory-motor skills in order to sharpen the ability to
discriminate and judge their surroundings.
To develop socially acceptable behavior.
To acquire the basic skill necessary for a lifetime of learning.
To help develop each child’s innate, ultimate potential through high selfexpectations and confidence.
Table of contents
I/MONTESSORI PRINCIPLES _____________________________________P6
Dr Maria Montessori and the Montessori Method of education ____________________ p6
The Absorbent Mind _____________________________________________________ p6
The Montessori Program and the concept of the Prepared Environment _____________ p7
The teacher at Casa dei Bambini ____________________________________________ p8
The Sensitive Periods of development ________________________________________ p9
The Montessori Curriculum ________________________________________________ p10
Practical Life _________________________________________________________
Sensorial ____________________________________________________________
Mathematics _________________________________________________________
Language ___________________________________________________________
Sciences, geography, The Arts and other areas of the curriculum ________________
p 10
p 11
p 11
p 12
p12
Parents in the Montessori setting ____________________________________________ p14
Kindergarten and the Montessori Method ______________________________________ p14
AMI and your membership _________________________________________________ p14
II/ GENERAL POLICIES AND PROCEDURES ________________
Policies and procedures ________________________________________________
Admission Policies _______________________________________________
p 15
Arbitration and Disputes ___________________________________________
p17
p 15
p16
Sick children policies ______________________________________________ p17
Discipline and Termination _________________________________________
p18
III/ LIFE AT SCHOOL ________________________________________ p19
Adaptation and Separation __________________________________________ p19
Your family and your child _________________________________________ p21
Birthdays _______________________________________________________ p24
Daily schedule _____________________________________________________p25
IV/ EMERGENCY AND MAPS_________________________________
Recommended reading ___________________________________________
p26
p27
I/ MONTESSORI PRINCIPLES
DR MARIA MONTESSORI AND THE MONTESSORI METHOD OF
EDUCATION
Maria Montessori was born in Italy in 1870. In 1896 she became
Italy’s first female Doctor of Medicine. She was a devoted
scientist and insatiable learner. The fact that she was able to
break gender barriers is an indication of the courage,
perseverance and determination that characterized her life.
Maria Montessori was a keen observer who, through her study
of children as well as through extensive travels around the
world, learned that certain phases of development are universal
and continue throughout our lives. Children in particular
manifest the clearest stages in their development.
Through her work in the fields of psychiatry, pediatrics and education, Maria Montessori developed
an approach to education as a means of providing children with the kind of environment from which
they would draw what is necessary for the development of their fullest human potential. She
believed in the uniqueness of each child and in his potential as an architect of a better and more
peaceful world. She addressed the United Nations as a special speaker and guest to promulgate
further understanding in human development and education. Considered one of the most
predominant figures of the last century, her legacy remains strongly with us to this day.
The child is a worker and a producer. Although he cannot share in the work of adults, he has
his own difficult and important task to perform – that of producing a man…
Maria Montessori
The secret of childhood
THE ABSORBENT MIND
In the first six years of life, a child has a mind that functions very differently from that of an
adult, appearing to absorb vast amounts of information effortlessly.
Dr Montessori illustrated the unique mental power of the young child, which enables him to
construct and firmly establish within all the human potentiality, and she named this special ability
“the Absorbent Mind.”
Here is a mind that has a special ability to constantly absorb impressions from the environment,
without knowing that it is doing so, almost like a sponge. The child absorbs his environment so
closely that it becomes a part of him. In this way, he accumulates the material from which he
will later build up his conscious life, creating the “mental muscles” for what he finds in the
world around him.
The Absorbent Mind period can be divided into two sub-periods:
From birth to 3 years, the newborn takes in the whole of his environment unconsciously. The first
period of the child’s life is one of adaptation, when he slowly adapts to what he absorbs, so that the
environment then becomes a part of him. Language provides the most obvious example of this. The
child does not merely remember sounds, he can produce them to perfection. He has not only taken in
words and their meanings, but has actually absorbed sentences and their construction. From 3 to 6
years, the child uses his own will to create conscious constructions. Memory is established and
reasoning begins. The point of consciousness is when the child realizes he is learning. This is the
“materialist period” during which order becomes very important.
THE MONTESSORI PROGRAM AND THE CONCEPT OF THE PREPARED
ENVIRONMENT
Throughout her writings, Dr Montessori placed a
great emphasis on the environments in which
children live, learn and work. It is this that sets
the Montessori philosophy apart from all other
methods of education. Traditionally, the
classroom is viewed as an area prepared to
provide the teacher with elements of teaching and
in which a child comes in to follow a routine and
curriculum set up solely by the adult. In the
Prepared Environment of the Montessori
classroom, however, children are free to work and
learn.
Carefully prepared by the teacher, the classroom
displays the Montessori Materials on low open
shelves.
The child engages happily in purposeful activities.
Concentration, inner discipline and motivation develop naturally as the children discover and explore this
carefully planned environment. Children work at their own pace, finding attractive activities which are
appropriate for their different stages of development. They become problem solvers, leaders, and challenge
seekers with a tremendous amount of self-esteem, self-discipline and love of learning. Children absorb
from their environment everything that is part of their culture; they do this without getting tired or fatigued.
Learning occurs most fundamentally as a result of interaction with the environment. The teacher is both
part of this learning environment as well as the dynamic link between it and the learner. It is through the
control and engineering of the physical properties of the educational setting that the Montessori teacher
may have the greatest impact on the students. Her primary mission is to create a safe, beautiful and rich
environment where children can learn to master and develop their natural skills.
THE TEACHER AT CASA DEI BAMBINI
The Montessori teachers at Casa dei Bambini hold an AMI (Association Montessori International)
degree, qualifying them to teach internationally. Beyond their academic accomplishments, these
teachers come to Casa dei Bambini for their warmth, commitment to their profession and loving
spirit. In addition to being fully qualified and to meeting strict state requirements, our teachers’
special skills include, but are not limited to, foreign languages, art, music and specializing degrees.
As an International & Multicultural School Casa dei Bambini strives to provide for all of our children
an opportunity to be exposed to many different languages in their environment.
In order to reinforce this idea, Casa dei Bambini offers 2 foreign languages, taught by native
speakers. We have selected the 2 that better represents our parent/child community.
All faculty members at Casa dei Bambini are required to speak more than one language.
As stated on our website we introduce Spanish (Wed. Sra. Marta) & French (Thu. Mme. Sophie)
In the “Children’s Houses” the old-time teacher, who wore herself out maintaining discipline of
immobility, and who wasted her breath in loud and continual discourse has disappeared.
For this teacher we have substituted the didactic material, which contains within itself the control
of errors and which makes auto education possible to each child. The teacher has thus become a
director of the spontaneous work of the children. She is now a passive force, a silent presence.
Maria Montessori
The Montessori method
In her method, Dr. Montessori envisioned a new role for the teacher. We often refer to her as a guide
or director, because the teacher does not teach in the traditional sense. It is the children who teach
themselves through activity, while the teacher’s role is to direct, stimulate and guide this activity.
The main way students are introduced to materials is through careful demonstration, or
“presentation”. The teacher slowly and precisely uses the material in its intended way while a learner
or group of learners watch. During such presentations unnecessary words and movements are avoided
and actions are broken into discernible steps to increase understanding and the chance for success
when the materials are used later
The decision to do a particular lesson or
presentation often results directly from
observations and assessments of other
work. The teacher may then re-present
some materials or exercises to show
variations or extensions, or to help the
student learn new information or
terminology. Curiosity and the child’s
ability to learn effortlessly and
concretely allow the Montessori teacher
the opportunity to introduce multiple
subjects for the child to discover and
explore.
Teacher giving a large group presentation in the practical life area.
THE SENSITIVE PERIODS OF DEVELOPMENT
In her observation of children, Dr. Montessori pointed out that as a child develops there are certain periods
of time that appear to be the most favorable ones for creating and refining particular human characteristics.
She called these special periods “Sensitive Periods,” a term borrowed from a biologist. Today, the latest
research tends to describe them as windows of opportunity. They are characterized by overpowering,
sometimes obsessive, interest and activity toward a particular sensibility. They may result in intense,
prolonged activity and always serve toward development and adaptation. An excellent and extreme
example is the Sensitive Period for language acquisition. During the first few years of life, learning to talk
and understanding the talk of others can be intense and delightful work as well as a joyous adventure for
infants and toddlers. Children will also pass through Sensitive Periods for order, movement, socialization,
sensory perception and fine detail.
Once a skill, or goal, has been achieved, the
sensitivity passes. If the sensitivity has not been
satisfied, however, the interest wanes and it will
never again be possible for the child to acquire
that goal with the same interest, ease, intensity or
pleasure. When the education is organized in
relation to the Sensitive Periods, children work
with a sustained enthusiasm. That is why children,
in the freedom of the Montessori school, often
accomplish in a few weeks what would have taken
months to learn at the tempo of ordinary class
teaching.
Tracing sand-paper numbers or letters appeals to the child when presented during the Sensitive Period for movement
and sensory perception.
Starting from nothing, from the depths of the unconscious, there arises a new interest which
illumines the mind, stirring it as it were to new vibrations. This new sensibility is attuned
selectively to only certain elements in the environment—even as a radio set selects certain
vibrations and is indifferent to the rest.
Maria Montessori
The Secret of Childhood
Because Sensitive Periods are a transitory phenomena, it is very important to recognize them in order to
profit from them to the fullest extent. If the child misses some of his Sensitive Periods during his
development, he will still grow up to be an adult. But that adult will not be so strong nor so perfect as he
would have been if able to benefit from the constructive power of this period.
THE MONTESSORI CURRICULUM
Adults work to finish a task, but the child works in order to grow, and is working to create the adult,
the person that is to be.
Maria Montessori
In the Montessori classroom, the space is usually divided into several logical areas by low open shelves:
one for Practical Life exercises, one for Sensorial, one for Language, another for Math. and other
somewhat smaller areas for art, Music, geography and science. The Montessori Curriculum is an integrated
thematic approach that ties the separate disciplines together into studies of the physical universe, the world
of nature, and the human experience. In this way, one lesson leads to many others.
Each material isolates one concept or skill that has been specially
designed in a way that children are naturally drawn to want to work
with it with little or not nudging from adults. Each material has also
been designed so that a child can normally check his own work; we call
this a built-in “control of error.”
The intention of the materials is not to keep the children dependent on
these artificial learning aids forever; they are used as tools to help
children work and learn at their own pace, to see abstract ideas
presented in a very concrete, three-dimensional way, and to help them
grasp and understand what they are working on. Montessori students
learn not to be afraid of making mistakes. They quickly find that few
things in life come easily, and they can try again without fear of
embarrassment.
Building the Pink Tower
Practical Life:
This area of the curriculum is designed to invite
the young learner to act and work on real life
tasks that foster independence, coordination,
order and concentration. It is in a sense the
doorway to the Montessori curriculum. This is
the area where the child may first choose
independent work. The practical life area
contains many attractively displayed objects
familiar to the child, including a variety of
items commonly used in the tasks of daily
living, like eating, dressing and cleaning.
Rolling an oilcloth require some practice and a lot of
attention.
They offer the child meaningful, non-threatening modes of activity. The materials are also carefully
designed and demonstrated to help teach skills involved with caring for the environment and the self, to
encourage responsibility, autonomy and to promote high self-esteem.
Sensorial
Dr. Montessori saw the senses as the “doorways to the mind.” She considered sensory stimulation
and manipulation not only an aid to the development of maturing sense organs (eyes, ears, nose,
tongue and skin) but a starting point for the intellectual growth.
She believed that by helping children to order, compare
and classify sensory stimulation, their intellectual
development would be greatly assisted and future
learning would be more meaningful and useful. The
basic sensorial exercise inspires careful observation and
calls attention to specific qualities requiring
identification of similarities and contrasts.
The mind must judge, compare, classify and draw
conclusions. These exercises tend to fascinate children
because they are difficult enough to represent a real and
meaningful challenge. They are then better prepared for
future learning in math, language, science and making
sense of life’s experiences and information in general.
Comparing and manipulating shapes.
Mathematics
The central purpose of the Math materials in the early years is to lay the foundation for later cognitive
development and to prepare for the gradual transition to abstract thinking. The primary values of these
earlier activities in mathematics are found in the way they transform ideas into actions on concrete
materials.
Students who learn math by rote method often have no real understanding or ability to put their skills to use
in everyday life. Montessori students use hands-on learning materials that make abstract concepts clear and
concrete.
The Montessori math curriculum is based on the European tradition of “Unified Math,” which has only
recently been recognized by leading American educators. Unified Math introduces elementary students to
the study of the fundamentals of algebra, geometry, logic and statistics along with the principles of
arithmetic. This study continues over the years, weaving together subjects that traditional schools normally
ignore until the secondary grades.
Language
Language development is a concern of the entire Montessori classroom. Many activities in other
areas, as well as with a large group, foster vocabulary development, communication skills, writing
and reading readiness. In the language area we will find a large variety of reading readiness
materials, including materials for phonetic analysis, word attack skills and reading, as well as
materials for the refinement of motor control for writing.
In the Montessori Method, writing
precedes reading, as the children explore
with drawing and forming letters. The
process of learning how to read should be
as painless and simple as learning how to
speak. The child begins by exploring the
sounds that compose words and by
relating them to the letters of the
alphabet. He can soon produce words and
sentences free of all other mechanical
difficulties. In the meantime he trains his
hand to become precise and sure for the
writing movements. Reading is prepared
indirectly from writing. The child starts
from what he knows about the letters and
the sounds.
The love and respect for books is introduced and fostered in the
Montessori environment.
Then we give him the key to read all the words he can encounter. Reading skills normally develop so
smoothly in Montessori classrooms that students tend to exhibit a sudden “reading explosion” which
leaves the children and their families beaming with pride. Dr. Montessori’s research confirmed what
observant parents have always known: children learn best by touch and manipulation, not by repeating
what they are told. Her manipulative approach to teaching children how to read phonetically is nothing
short of brilliance and should have long ago become a basic element in every Early-childhood classroom
around the world.
Sciences, geography, The Arts and other areas of the curriculum
Science is an integral element of the Montessori curriculum. Among other things, it represents a way of
life: a clear thinking approach to gathering information and problem solving. The scope of the Montessori
science curriculum includes a sound introduction to botany, zoology, chemistry, physics, geology and
astronomy. The Montessori approach to science cultivates children’s fascination with the universe and
helps them develop a lifelong interest in observing nature and discovering more about the world in which
they live.
Without a strong sense of history, we cannot begin to know who we are as individuals today. Our goal is to
develop a global perspective, and the study of history and world cultures forms the cornerstone of the
Montessori curriculum.
With this goal in mind, our teachers introduce
history and geography as early as age three. The
youngest students work with specially designed
maps and begin to learn the names of the world’s
continents and countries. Later in elementary
school the students see the world’s cultures in
greater depth. They learn to treasure the richness
The gloves are among the first geography materials to
be presented to the children, as early as age 3
After learning the name of the continents or of
countries within a continent, the student may
As it is the Sensitive Period for language, most
Montessori schools introduce a second language to the
children. The primary goal is to develop a sensibility
to the music of the language and some vocabulary,
along with a deepening appreciation of the culture of
the second language. Music and movement education
will also be important parts of the curriculum. In the
Montessori method, the Arts are normally integrated
into the rest of the curriculum. They are a mode of
exploring and expanding lessons that have been
introduced in science, history, geography, language
and mathematics. Art activities help develop many of
the same skills as other areas, including concentration,
independence, coordination, fine muscle control and
sensory discrimination. They offer children ways to
express themselves, their feelings, experiences and
ideas. Montessori schools are very interested in
helping children develop control of their fine- and
One important element in their approach to health and fitness is helping children to understand and
appreciate how their bodies work and the care and feeding of a healthy human body. Students typically
study diet and nutrition, hygiene, first aid, response to illness and injury, stress management and
peacefulness and mindfulness in their daily lives.
Students of the Pre-Primary Program
gathered in the hallway for Gymnastics.
Beside practicing their large motor skills,
these young children learn about their body
and its different parts.
PARENTS IN THE MONTESSORI SETTING
A child’s parents are not his makers but his guardians. They must protect him and have a deep
concern for him like one who assumes a sacred trust. For their exalted mission, a child’s parents
should purify the love that nature had implanted in their hearts and they should strive to
understand that this love is the conscious expression of a deeper sentiment that should not be
contaminated by self-interest or sloth. Parents should be concerned with the great social
question of the day, the struggle to gain recognition of the rights of childhood in the world.
Maria Montessori
The secret of childhood
KINDERGARTEN AND THE MONTESSORI METHOD
The third year or kindergarten year, at Casa dei Bambini, is probably the most important level of the
primary class. For further information on this matter, we invite you to read the two pamphlets
included in the enrollment folder, in which you can find valuable information. Please take some time
to read them and meet with the faculty if you have further questions.
AMI AND YOUR MEMBERSHIP
Association Montessori Internationale was established by Dr. Maria Montessori and her son, Mario,
in 1929. Its purpose is to safeguard her work in its original integrity and to maintain optimum
standards of training for those wishing to teach using her methods.
Your annual membership helps support parent education and enables you to receive periodicals
regarding your child’s development and education. The Pedagogical Board and Association are
headquartered in the Netherlands.
II/ GENERAL POLICIES AND PROCEDURES
POLICIES AND PROCEDURES
Casa dei Bambini has adopted the following policies and procedures in order to serve your child with the
highest quality of education and to ensure the smooth functioning of the school.
1. Enrollment: Children will be admitted between the ages of 2-6 years for the Pre-Primary and the
Primary Montessori programs. Casa dei Bambini will accept students without regard to race, religion,
national origin or socioeconomic level.
2. Forms on file: Application, Emergency Information, Pre-Admission, Health History, Physician’s Report,
Tuition Agreement and Schedule, Policies and Procedures form, Consent for Medical Treatment and
Parent’s Rights should be completed and mailed to the school. These forms must be on file at the school
before your child attends classes.
3. Arrival and departure: All children must be accompanied to the door and be safely inside the classroom
before the parent leaves. State law requires that children must be signed-in and out on a daily basis by an
authorized adult (no initials please!).
4. Hours of operation: Full-time program is from 9:00 am to 3:00 p.m.; the part-time AM program from
9:00 am to 12:00 p.m. and the part-time PM program from 1:00 p.m. to 3:00 p.m.. The Extended
program is from 8:00 to 9:00 am.
5. Sick children: If your child shows signs of illness, please keep him at home. We ask that you call the
school before 9:15 am to let us know that he is ill and is not coming to school. Please review our school
policies regarding sick children.
6. Children who become ill at school: If your child becomes ill at school, we will isolate him and call you
to pick him up. For your child’s as well as for his classmates’ protection, you must pick him up within a
half-hour of notification.
7. Bringing personal belongings to school: Every Thursday is sharing time, and children are encouraged to
bring an item to discuss at group time, such as souvenirs from special events they have attended, nature
finds, favorite books, objects from foreign lands, etc. Please discourage your child from bringing toys.
During the rest of the school week, we prefer that the children leave their personal belongings at home,
as they can often create a problem of ownership and envy.
8. Meals: Parents must provide lunch for full-time children. Morning and afternoon snacks are provided by
the school.
9. Diapers: Disposable diapers are provided free of charge.
10.Conferences: Parents conferences are scheduled once a year, in spring. If you desire a conference at any
other time, we welcome you to make an appointment. We urge you to discuss any problems or concerns
directly with the child's teacher, so as to avoid misunderstandings and obtain the most helpful feedback.
11. Uniform: Children enrolled at Casa dei Bambini for the Primary Program (3-6 yrs. old) wear
uniforms in order to promote school spirit, school unity, and to reduce the overall cost of their
wardrobe. The uniforms are required for the Primary Program only. The uniforms will be
provided by Sue Mills, Inc. of San Francisco. This company has been in the uniform industry
since 1947. We are confident in their design, durability and competitive pricing.
12. registration and enrollment: To apply to Casa dei Bambini, please complete an application and
return it. Upon receipt of your application, we will arrange for an interview and give you the
opportunity to observe the classroom and meet the faculty. Interviews are conducted at 10:30
a.m. To complete enrollment at Casa dei Bambini, you must submit a deposit and an annual
materials fee.
13. Tuition: Tuition is charged only for the days school is open and not for holidays or staff’s days.
Casa dei Bambini will not offset or reduce the tuition for illnesses or vacation.
Because the number of school days in each month varies, the installment amount due in a particular
month does not
necessarily
Daily Rate =
Full Year Tuition
Total number of Days in the School year
ADMISSION POLICIES
1. Casa dei Bambini accepts students without regard to race, religion, national origin or
socioeconomic level.
2. The school accepts children from 2 years of age through Kindergarten in the Pre-Primary and
the Primary Montessori Programs. Our hours are from 8:00 a.m. to 3:00 p.m. Morning and
afternoon snacks are provided.
3. Students are accepted for the full academic year and four weeks of our Summer Program.
Enrollment obligates parents to payment of a full year’s tuition.
4. The school reserves the right to refuse admission if it is deemed to be in the best interest of the
child or the school.
ARBITRATION AND DISPUTES
Any dispute or controversy arising under, out of, in connection with or in relation to this Agreement
(Enrollment at Casa dei Bambini), and any amendments thereof, or the breach thereof, or in connection
with this agreement shall be determined and settled by arbitration in Santa Clara County in accordance with
the rules of the American Arbitration Association. Any award rendered therein shall be final and binding on
each and all of the partners and judgment may be entered thereon in
any Court having jurisdiction thereof.
SICK CHILDREN POLICIES
In order to serve you and your child better, Casa dei Bambini has a policy regarding sick or possibly sick
children that has been established in collaboration with both a Pediatric Doctor and an Advisory Nurse at
Kaiser Permanente.
The California State health codes have been established to insure the continuing good health of children in
pre-school programs. Illnesses in children tend to come on fast and spread quickly due to their immature
immune system and their inability to care for themselves. We are therefore responsible for watching for
symptoms in children.
Parents must make alternative arrangements for their children when they are ill or recovering from
an illness. Childhood illnesses are inevitable, but can be minimized if exposure is kept to a minimum.
If a child manifests any symptoms of diarrhea, stomachache, vomiting, fever, a thick, green or yellow
mucus running from the nose or eyes, sore throat, earache, and/or excessive coughing or rash, he
must be isolated from other young children for a minimum of a "Full School Day." Bringing an ill child to
school results in one of the teachers caring for this child, leaving the classroom short staffed. This situation
obviously needs to be avoided.
If the child has been out with a classic cold, flu, etc…please keep him home an extra 24 hours to avoid a
relapse. Also, if the child has been absent from school due to illness for over 3 days, we will need a doctor's
clearance before he can return to school.
Casa dei Bambini follows this health code very strictly. The state licensing agency has also made it our
responsibility to not allow sick children at school and to enforce the "Full School Day, Symptom Free"
rule.
We believe that you as parents are the best judges as to when your child is ready to go back to school.
Remember as you make the assessment of your child's health that our primary concern is the well being of
all the students. We will not accept any child brought to school with any of the symptoms listed above.
Individual time is also offered to the
children when they need to focus and
concentrate on a special task. Students
are discourage from disrupting
their friends unnecessarily at such
times.
DISCIPLINE AND GROUNDS FOR DISMISSAL
The positive model of discipline within a Montessori setting is self-discipline, where concentration,
focus and independent learning happen without contention or interruption. Children are respected and
misbehaviors are handled with the following positive responses:
-The actions of a child are criticized, not the personality, “Johnny, I don’t like your action”.
-Generalizations (e.g. “you are always hitting”) are avoided so that the child does not feel
trapped by misbehavior stereotypes.
-Opportunities are provided for the child to express and define his feelings. Active listening
prevails even when the student seems entirely wrong.
-The teacher sets the tone for bringing the child into harmony by avoiding harsh words and
sudden reprimands.
MINOR MISBEHAVIOR
Definition: Behavior or general classroom disruption that interferes with the orderly educational
process in the classroom or other areas.
Example: Minor hitting, taking other’s work etc.
Procedure: Gentle direction by the staff toward activities which will engage the interest of the student.
Contact the parent by phone or in person in the case of repeated misbehavior. The teachers should
record misbehaviors as they occur as documentation for possible further disciplinary action.
Consequences: Verbal redirection.
Assigning a temporary seat.
Student repairs minor damage to the environment.
Daily encouragement first thing in the morning.
SERIOUS MISBEHAVIOR
Definition: Recurring behavior that results in property destruction, willful defiance, or hurtful hitting.
Procedures: Immediate intervention by the supervising staff member and informing the parents of the
incident within twenty-four hours, if the problem appears to be repeating.
Involve the principal in terms of immediate intervention.
In the event of a serious property damage, vandalism, or hurtful behavior, schedule a conference with
the principal, parents and teacher.
Consequences: The student may be sent home for the day, subject to review by the director.
TYPES OF DISCIPLINE NOT PERMITTED:
-Corporal punishment is prohibited.
-Physical restraining is prohibited
-Yelling at children is prohibited.
-Any kind of negative criticism of the child’s persona that may in any way damage the child’s
rights and/or self-esteem is prohibited.
GROUNDS FOR DISMISSAL:
-Non payment of tuition as agreed is grounds for termination of services.
-Casa dei Bambini reserves the right to dismiss a student should the life or physical and mental wellbeing of other persons in the program (including staff) be threatened.
III / LIFE AT SCHOOL
ADAPTATION
The adaptation of your child is dependent upon his first experience and the initial connections he makes
with his new environment and the adult within it.
Your family plays a crucial role in this transition, and we encourage you to be consistent. Your family
may have a "going to school" routine that both you and your child enjoy. For example, a younger child
may ask for the same cereal or fruit everyday, as a way of having control. An older child may ask to
watch TV, read a book, do a special something or even have a few extra minutes in bed. Whatever you
choose or allow, make sure it is pleasant and leads to "going to school".
When you and your child arrive at school, take him by his hand (unless he is so eager and runs to
school!) as this will make him feel both secure and independent.
Make sure you both participate in putting away his belongings such as back-packs, coats, and lunch
boxes. Sign your child in and then proceed to find your child's group, unless he asks to go
independently to his peers or teachers.
As your child becomes more able to trust his environment and the adults within it, he may change the
routines by being more independent and relaxed as he comes to school.
Note: During the first weeks of school, please take into account your child’s age and maturity while
deciding how long his day should be — consider that at the beginning a 2 years old may need to go home
a little bit earlier or arrive a bit later.
SEPARATION
Good-byes, hugs and kisses are very important to your child and are good for you. At Casa dei Bambini,
the foyer is a great place for these moments. Relish every second of these, but please be brief and do take
your child's feelings into account. While you may feel like "staying for a while", if you linger too long,
this only prolongs the inevitable, and you could send the message that you are hesitant to separate, leaving
your child insecure and sad. If you demonstrate your confidence that Casa dei Bambini is the place for
your child, he will see this as well. Very soon, when the adaptation period is over, your child will be
happy and self-assured to have you stay longer in this environment. He may show gratitude that you loved
him and trusted him enough to be in control of his emotions and feelings, at the expense of your own
anxieties. Please remember that at Casa dei Bambini we will always be there for your child and for you.
Parents are welcome to visit the school at all times
WHAT ARE YOUR FEELINGS?
1. Will the school accept and like our family? (Variety is the spice of life, and the school is geared to
individual and family differences.)
2. We feel a great loss. Sending our child to school we lose closeness, control and intimacy. (It's alright to
rely on others to aid in your child's development, not forgetting that you are the ultimate educator.)
3. My child and I anticipate a great adventure. (It's fun to try something new!)
SOME HANDY RESPONSES
Child: "I want you to come into my school with me."
Parent: "This school is for children like you, and not for grown-ups".
Child: "The playground is scary."
Parent: "Yes, sometimes new things are a bit scary. But soon you will
get used to it and it won't be so scary."
Child: "I don't want to go to school."
Parent: "You are a big (boy/girl). You need to go to school.”
Experience has shown us that in this manner your child will soon be
happy and fulfilled, ready to explore and master his environment. He
will continue to blossom at each stage of development.
YOUR FAMILY AND YOUR CHILD
The following guidelines have been established to help you understand our daily routine.
Lunch:
For those children staying for lunch, lunch-boxes and food containers should be clearly marked with the
child's name. We will be happy to warm up your child’s lunch. All children staying for lunch must bring a
tooth brush daily.
Nap-time:
Students of the Pre-Primary Program staying full-time as well as the Primary students who wish to nap in
the afternoon need to bring a full set of bedding (a blanket and a crib sheet)., labeled clearly with the
child’s name. These items will be laundered on premises.
Potty Training:
If you have not already done so, we recommend that you start taking to your child at home about going to
the potty, so you can get a feel for when he is ready to start potty training. When you decide to start potty
training, please let us know so we can help you plan a successful transition.
We recommend children progress in stages from diapers to pull-ups, and then to training pants at school.
It takes a lot of practice for children to learn how to pull up and down their pants. We recommend children
wear shorts and pants with an elastic waist for this reason. Don’t get discouraged if your child seems to
initially show more success with potty training at home than at school. Often children become engaged in
activities that make them forget to go!
Extra clothing:
Please make sure that your child has a full change of clothes at school. We prefer that you bring a labeled
plastic shoebox to store his/her clothes. Include a T-shirt, underwear, shorts or pants, and socks,. Please
replace these immediately should your child need them at school. We will send them home if they need to
be updated for size or change of season.
Sweaters:
Please make sure that all coats and sweaters are properly labeled with your child’s name. These should go
home with your child at the end of each day.
Shoes:
Coming to school wearing sandals is not safe! For safety reasons, we recommend that children wear
sneakers or hard sole shoes while at Casa dei Bambini.
Classroom observations:
Your are welcome to visit your child’s classroom at anytime. If you would like to come and observe for an
extended period of time please talk to your child’s teacher to avoid conflict in the schedule.
Be aware that while you are visiting, your child’s behavior may be different than at other times.
Family questionnaires:
Once a year your family will be asked to participate in a survey. This review was designed to help us
ensure or improve the quality of services Casa dei Bambini offers. We believe that your opinion is a
Friday Folders:
Every Friday, your child goes home with a folder of the week's projects, work, etc. This folder will also be
used to send notices from school. Friday folders are to be returned to school on the following Monday.
Make sure you take the folder in its entirety. When notices are sent home, please sign the Friday Folder so
we know that you have received the roper information.
Medication Administration Form:
Many of you are already familiar with the “Medication Administration Form.” Without this completed
form, we will not be able to administer any medication to your child. If your doctor prescribes
medication(s) for your child that we must administer, a note by your doctor requesting such administration
specifically by Casa dei Bambini has to accompany the Medication Administration Form. Medication must
come to school in its original container.
Accident Report Form:
In the event that your child gets hurt at school, you will receive a signed copy of this form explaining the
event and the actions taken. We also request that you fill out an accident report form in the event that your
child was injured outside of school. Many times a small “bump on the head” or other type of small injury
can become serious hours later while your child is under our care.
Confidentiality Statement:
All the information contained in your child’s files is confidential. Only those directly in charge of your
child’s education, and well-being are able to read your child’s files. The Director, and the child’s Teachers
have direct access to the information in the file. If necessary the Teachers will facilitate any and all
information to the rest of the Faculty, if in their best judgment this information, will keep the child safe
(allergies), educationally supported (child needs speech, occupational, physical Therapy, or glasses, hearing
aid, etc.) or emotionally (child’s home environment is expected to go through major changes, such as
divorce, new addition to the family, etc).
At Casa dei Bambini we strive to respect each of our families, and to protect our student’s rights to have
their information be kept confidential.
Holiday celebrations:
Everyone loves a special occasion that offers people the chance to celebrate together. Many festivals are
often based on the appearance of the moon or on ancient religious calendars and therefore take place at
different times of the year. Since Casa dei Bambini is an international school, we respect and appreciate
diversity and cultural exchange. If your family would like to share a celebration, festival or custom, you are
welcome to do so. Please follow these simple steps:
Make sure to let your child’s teacher know at least two weeks in advance; schedule the presentation for
morning time; be aware that children are captivated for short periods of time; discuss with the teacher/
director any printed material, activity or food item you would like to share. At the teachers’ discretion Casa
dei Bambini will sponsor certain holidays throughout the year. Parents will be notified.
Parking:
You are welcome to use any available parking spaces on our premises.
Nevertheless, as courtesy to you and to facilitate parking, we have established a
drop-off and pick up plan during sensible times, 8:45 a.m. to 9:15 a.m., 11:45 a.m.
to 12:15 p.m., and at 2:45 p.m. For these periods, a teacher will be available to
welcome or deliver your child and bring the sign-up clipboard to your car.
Please follow these simple guidelines when picking-up your child:
Drive in to the designated drop off/pick up are, stop your car and turn the engine off. A teacher will
bring your child/ren to you along with the sing-up clipboard. Please make sure your child is safely
away from the car and proceed (other cars may be behind you.)
Palo Alto Parking Layout
Menlo Park Parking Layout
BIRTHDAY CELEBRATIONS
Birthday celebrations are special events at Casa
dei Bambini. Just before your child’s birthday, please
provide us with a brief history of your child’s life with
one special event listed for each year since the child’s
birth. To allow the birthday child to feel as if he has
participated totally in his celebration, we ask that he be
allowed to help you at home with the preparation of the
birthday treats. When selecting refreshments, we ask
that you provide something preferably not sticky, and
with little or no food coloring or chocolate. Each child
needs only one cookie, muffin, etc. Ideas for birthday
treats include popcorn, strawberries, banana nut muffins
(baked in small tins), grapes, raisins, cream cheese on
celery, apple slices, and fruit rolls (cut in thirds).
When involved in the preparation of the treats,
the child is even happier to share them and to be
actively included in the celebration.
Birthdays are a special events at Casa dei
Bambini. The children look forward to share this
event with their friends.
During the actual celebration, we gather in a
circle with a single candle lit in the center to
represent the sun. The names of the months
of the year are placed around the candle in
sequence. The birthday child will then take
the world globe, and beginning with the
month of birthday walk around the candle.
This represents the passing of time from one
month to the next, and from one year to the
next. While the child is walking in the
circle, the teacher will read the child’s
history, telling of one mayor event each
year of his life. After circling the “sun” once
for each year, the child stops on the month
of his birthday, at which point the teacher
announces the age of the child. The birthday
child then blows out the candle and If your
child has a birthday over a holiday period or
during the summer, we can celebrate it
before or after the actual date.
If your child has a birthday over a holiday period or during the summer, we can celebrate
it before or after the actual date.
DAILY SCHEDULE
FOR PALO ALTO AND MENLO PARK SITES
8:00 a.m.: Doors open
8:00 - 9:00 a.m.: Morning playtime in playroom/playground before school starts.
9:00 - 11:00 a.m.: Classroom time/academic period begins
(see extra curricular schedule of activities).
Morning snack provided.
11:00 - 11:30 a.m.: Pre-Primary (2-3 years old) playtime recess.
11:00 - 11:45 a.m.: Primary (3-6 years old) playtime recess.
11:45 a.m. - Noon: Dismissal of part-time pupils.
All programs
Noon - 1:00 p.m.: Lunch for full-time pupils.
1:00 - 3:00 p.m.: Rest time and afternoon class time.
3:00 p.m.: Dismissal time
3:00 p.m. - 4:00 p.m.: Teachers Prep-Time.
4:00 p.m.: Casa dei Bambini is Closed.
IV / EMERGENCY PROCEDURES
Palo Alto and Menlo Park sites: Exposure to Air Pollution.
In the event that we receive an Air Pollution Smart Alert, if at recess all children and adults will
immediately move inside. Otherwise everyone will remain indoors.
Palo Alto Site:
As part of our emergency procedures, we have designated meeting places in case of a
“disaster” (earthquake, major fire etc.) Peers Park (at Park Blvd. and Stanford Ave.) is our
meeting place for major evacuations. In case of small evacuation, we will meet across the
street on College Avenue, or by the public parking lot on Cambridge Avenue.
Menlo Park Site:
As part of our emergency procedures, we have designated meeting places in case of a
Small evacuation: We will meet at our School Parking lot.
Mayor “disaster” (earthquake, major fire etc.) Parking lot next to Casa dei Bambini School.
Casa dei Bambini Mayor Disaster Meeting Place
Parking lot next to Casa dei Bambini School
V / RECOMMENDED READING
David Elkind, the Hurried Child
E.M Standing, Maria Montessori: Her life and Work Lynne Lawrence, Montessori—A
Parents’ Guide to Literacy for Children Maria Montessori, The Absorbent Mind Maria
Montessori, The Secret of Childhood Maria Montessori, The Discovery of the child Rita
Kramer, Maria Montessori—A biography Silvana Q.Montanaro, Understanding the Human
Being

Parent Handbook - Casa dei Bambini

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