Parent Handbook

2016-2017
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WELCOME TO OUR SCHOOL
Dear Parents:
Welcome to the Glen Greenstein Early Childhood Development Center at the Dave and Mary
Alper Jewish Community Center. We are so excited that you have chosen us as partners in your child’s
early education experience. We look forward to working with you to provide your child with the very
best.
Parents are always welcome in our program and we hope you will become involved. There are
so many possibilities for you to be an integral part of your child's school experience. Please refer to this
handbook as a guide to help make your child’s transition from home to school an easy one.
The "J" is your community center. There are activities for the entire family. Enroll in an art class,
exercise with friends, take your child for a swim, or just relax by the pool while your little one enjoys an
enrichment class or plays a sport.
As we look forward to getting to know your family, remember our doors are always open and we
want to hear from you.
Shalom,
Phyllis Bochman, Ed.D.
Early Childhood Director
PHILOSOPHY
The Early Childhood Development Center provides an enriching educational experience within the
framework of a Jewish environment. Our goal is to provide a stimulating, challenging, age-appropriate
program in a safe, positive, and nurturing environment, which contributes to the development of the
whole child.
Our curriculum is based upon knowledge of child development, stages of socio-emotional growth, and
theories of how children learn and principles of physical development. The learning environment invites
children to observe, to be active, to make choices, and to experiment. Children are provided
opportunities to explore new materials, ask questions, and solve problems. Acquired skills enable each
child to grow at his or her own pace while providing a foundation for future learning. Positive
reinforcement is stressed with emphasis on self-direction and self-discipline.
Our highly qualified and experienced staff, creative programming and the fine facility all contributes to
the success of our program.
PROGRAM GOALS
HOW WE BRIDGE THE HOME SCHOOL CONNECTION
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Support meaningful education experiences that tap into the knowledge of students and families
Carry out standards-based curricula in ways that are culturally and linguistically appropriate
Approach assessment in ways that take cultural and linguistic differences into consideration
Use effective and culturally appropriate classroom management strategies
Support meaningful parent involvement in children's education
We value our relationship and communication with parents, as we serve as partners in the care of your
children. We encourage you to let us know anything that might help us in our work with your child – a
move, developmental or medical needs, the birth of a baby, divorce or separation, death in the family, a
new pet, etc. All are examples of information that can be helpful to us.
A newsletter is distributed to provide information concerning center curriculum, policies,
announcements, and general information about young children. We also try to inform you of center
events. Please read these newsletters and all forms of communication so that you can remain connected
with the happenings at school at all times.
GUIDELINES FOR A SMOOTH SEPARATION
When you arrive at the center, plan to spend a few minutes with your child. Seek out a familiar adult or
favorite activity. A teacher will be there to greet you, especially if you and your child are new to the
center. Sometimes children need to share this time with parents before they can try it on their own.
Interestingly, in most cases when children sense their parents’ willingness to spend some time with
them, they feel comfortable enough to move out on their own. However, when they think parents are
anxious to leave, children sometimes feel they have to cling all the more. When you leave, be sure to say
good-bye, then follow through and leave. Continually returning makes it more difficult for the child and
parent to separate.
When you depart, your child may cry and protest. This protest is what psychologists call separation
distress. It is part of the normal developmental process of establishing an independent and autonomous
existence, separate and apart from parents. The intensity of a child’s distress seems to depend mainly
on the child’s personality and temperament. It also depends on the way teachers handle the anxiety and
the way in which parents leave. Children may show this kind of behavior at the initial separation. As they
become familiar with the teachers in the classroom their protest will taper off. If you are experiencing
difficulties in this area, please let one of the teachers know.
HERE ARE A FEW TIPS TO GET THROUGH THE SEPARATION ANXIETY
We suggest our parents come up with a really fun, consistent routine. It can start at home with a song
about going to school; this way it can be sung on the move while getting dressed, having breakfast and
on the way to school. Discuss something special for them to anticipate at the end of their day, but make
sure it can happen at the end of your busy day. Like going for a stroll around the neighborhood to talk
about your day, or a bike ride, or sitting down to draw a picture of your day and sharing a story about it.
The entire family can join in on this activity. Sharing your plans with the teacher is key so they can
reassure your little one throughout the day if needed. Finally, at drop off time, come up with a
“special/secret” handshake, hug or kiss and agree this is your way of saying “see you later.” Then head
out the door. It’s harder on parents when you linger and the child is upset. Once you’re out of sight, it’s
the schools job to make sure to keep your child engaged and help them participate in the many activities
until you return. We also invite our parents to call back to check up on how their day is going.”
CREATING A CARING COMMUNITY
PARENT CONCERNS
As a child care center we are a community of children, parents, and staff all interacting and sharing our
lives together. In a community, people work closely together and hopefully interactions are positive,
helpful, kind, and understanding. Yet it is to be expected that from time to time, people will experience
some conflict, concerns, and difficulties. We recognize that parenting is one of the most difficult,
intense, and rewarding experiences in your life. We want you to share your thoughts, hopes, and
dreams for your child. You want what is best for your child, and we know it is your job to advocate and
protect your child. We, as a staff, will make mistakes, create misunderstandings, and occasionally
miscommunicate. When these mistakes occur, we want you to tell us. As a staff, it is our goal to offer
your family the best child care services possible. In order to meet our goal, we need your input, your
suggestions, your questions, and concerns.
WHEN YOU HAVE A CONCERN PLEASE REMEMBER ….
Teachers want the parents to feel very satisfied with the care their child is receiving.
Consider using the “once is OK” rule. With minor issues, allow staff to make a mistake once or twice, but
when it becomes a pattern, it is definitely a time to bring it to their attention.
On the other hand, don’t allow concerns to build up. As concerns occur, share them with the teachers. It
is disturbing to find out “later” that a parent had a number of concerns and never expressed them.
Sometimes we cannot make changes you may request due to other restrictions, but we ALWAYS want to
hear your suggestions. We promise to consider them seriously and respond to you in a timely manner
Talk to the teachers directly whenever possible. If you feel comfortable, ask your child’s teacher first
about any concern. Teachers prefer that you talk with them directly, but they do understand if you
would prefer to talk with the director.
Realize that if you have a concern with a teacher, the director will need to investigate and talk with the
teacher directly about your concern and deal with the issue in a straightforward manner so the
teacher can improve her performance and/or correct any mistakes.
Be assured that teachers do not hold a grudge against your child or “take it out” on your child after you
have expressed a concern. We would not hire anyone at our center that would react in such an
inappropriate manner. Actually, after expressing a concern, your child’s teacher will be more
conscientious about your issue and try to improve.
REMEMEBR: Open and respectful communication often clarifies a situation before
it becomes a problem.
CURRICULUM
Firmly established in a child's first five years of life are personality, self-image, and motivation to learn.
It is the intention of the center to provide an informal atmosphere and a child-oriented,
developmentally appropriate curriculum where children learn through play and the exploration of their
environment. These activities promote success for the child because they are geared to developmental
stage and individual ability and interest. Children have the opportunity to become independent and
successful in this educational environment, begin to successfully solve problems, and learn to express
their ideas and feelings.
Our curriculum framework is based on the High Scope philosophy, which integrates all aspects of child
and youth development. Using research-validated strategies, this approach enhances each young
person's growth in the foundations of academics as well as in social-emotional, physical, and creative
areas. High Scope Curriculum emphasizes adult-child interactions, a carefully designed learning
environment, and a plan-do-review process that strengthens initiative and self-reliance in children. In
addition we implement a stronger more focused assessment and evaluation of children. Using researchvalidated strategies, this approach enhances each young person's growth in the foundations of
academics as well as in social-emotional, physical, and creative areas. We stress the importance of
communications including filling the hallways with documentation panels that are a unique way to
highlight classroom learning; teachers can use them to communicate with families about a myriad of
concepts and issues from infancy through pre-k.
Through the use of High Scope Curriculum, teachers will apply their creativity and knowledge of child
development to help children attain:
Socio-Emotional Development
• To enhance positive self-esteem
• To develop a positive attitude toward life
• To demonstrate cooperative, pro-social behavior
Cognitive Development
• To acquire learning and problem solving skills
• To expand logical thinking skills
• To learn concepts and gather information leading to a better understanding of the world around us
• To exhibit skills in make-believe play
• To increase language and verbal communication skills
• To develop beginning reading skills
• To acquire beginning writing skills
Physical Development
• To develop gross motor skills
• To refine fine motor skills
• To use all senses in learning
• To gain independence and be comfortable with one's body
THE IMPORTANCE OF PLAY
Our program philosophy is based on the premise that children learn about the world around them
through play (active involvement with other children, adults, and materials).
Children need years of experience with real objects and events before they are ready to understand the
meaning of symbols such as letters and numbers. Learning takes place as young children touch,
manipulate, and experiment, with things and interact with people. The teachers‘ role is to create an
environment that supports the ideas and experiences of children and invites them to observe, be active,
make choices, and experiment. Children spontaneously engage in activities such as block building,
painting, or dramatic play, adding pieces of information to what they already know and thereby
generating new understandings. Children learn simple concepts and then use these concepts to grasp
more complex ideas (the building blocks of learning).
PLAY AS PART OF THE CURRICULUM
Children’s play is the essential component of a developmentally appropriate curriculum. The teachers
will observe and assess the children‘s play on a regular basis. This is an essential tool in planning
curriculum, arranging the classroom environment, selecting the activities to be offered, and providing
the appropriate props. Curriculum is what happens in the educational environment – not what is
planned to happen but what actually takes place when all players are present. Learning is not imposed
on the child, rather, it is what takes place naturally in an environment that offers a choice of activities
created with children‘s needs in mind. Early childhood curriculum arises from the children‘s individual
and collective interests, actions, questions, and manipulations of the environment. When curriculum
works, it is a carefully orchestrated moment by the set designer, an unplanned event instead of a
scripted scene envisioned by a meticulous teacher.
Early educational experiences should be centered on play, which is young children's "work". At the JCC,
children engage in various types of play:
a) dramatic play or role play, in which children pretend based on their observations of the
world;
b) constructive play, in which children use materials to make something, as they learn about
spatial relationships;
c) exploratory play, in which children used their minds and senses as they learn about the
natural world, science and problem solving; and
d) play with various manipulatives, in which children learn about sequencing and patterns and
other math concepts.
Play contributes to each child's cognitive, social and physical development. It also provides
opportunities for young children to learn about self and others; to participate in a group; to follow
directions; to complete self-help skills, and to respect the property of others. Memory, attention, cause
and effect, problem solving, color, shape, and size identification, gross and fine motor skills, turn taking,
and communication skills are all further enhanced through the child's experiences.
The JCC believes that pre-school should be a place where all children have the opportunity to be
successful. It is a time for children to learn new and exciting things, to make friendships, to learn to be a
part of a group, all the while retaining their unique individuality. In believing that every child has his or
her own "special needs", it is the policy of the JCC to be a school that includes all children.
MO VING UP TO A NEW AGE GROUP
Children in the Infant, Toddler, and 2/3‘s classroom, move up to the next age group at the beginning of
fall semester. We try to move groups of children together and, if possible, we move one of the teachers
with the group. In an effort to ease the transition process, we will always make sure each child moves
with a small group of friends and/or with a familiar teacher. Most of the preschool children will remain
with their current classmates, although a child may be moved to another room based on the request of
a parent or recommendation of a staff member.
CHILD ASSESSMENTS
The teachers prepare a child development summary for each child at the end of fall and spring
semesters. This information is shared with parents during the conferences. Our child development
summaries are not a formal screening tool, but provide the parents with valuable information about
your child‘s overall growth and development. The information we gather can include indicators that a
child‘s development is not within the normal range for his/her age, so we then make referrals for
parents to seek out more in-depth evaluations for language, social/emotional, physical or cognitive
development.
The teachers also documented each child‘s development using portfolios. These are a compilation of
photos and descriptors of a child‘s milestones and achievements as they move through our program.
Each child‘s portfolio is shared with the family during conferences.
All information pertaining to a child is kept either in a classroom or office file and considered
confidential (meaning it is not shared with others). The portfolio will be given to parents at the end of
each academic year. Parents are welcome and encouraged to provide feedback regarding the
assessment tools used by the center.
Prior to a child entering kindergarten or when teachers feel it is necessary, additional screening will be
recommended through your local school district or other community agency. Because we serve families
from a large number of school districts, we encourage parents to seek out kindergarten screening and
other formal assessments within the community. If deemed necessary, other professionals are welcome
to visit the center to observe a child and/or talk with our teachers with written permission from the
parent. It is our intent to work cooperatively with parents and others to successfully meet the individual
needs of each child.
PROCESS FOR SHARING RESULTS WITH FAMILIES AND STAFF
When a child is having difficulty in the classroom, parents, teachers and school administrators will work
together and meet to determine what is preventing the child from having an optimum experience.
Together, we will develop an individual action plan to meet the child's needs. Sometimes this will
include asking the parents to have their child evaluated by a child development specialist or other
professional.
Other steps include but are not limited to:
a)
b)
c)
d)
A release of pertinent information to better understand the needs of the child;
Consultation with the child specialist and/or child's personal physician or therapist;
Requirement for the child specialist to observe the child in the ECD school setting
and/or provide classroom strategies for the child's teacher;
Restructuring the child's school day to maximize his/her potential for success.
INCLUSION POLICY
If is it determined that a child's needs cannot be met even with reasonable efforts to provide additional
support, the parents may be asked to withdraw their child from the JCC Pre-school. This is only
recommended after very careful observation of the child and ongoing meetings with the parents.
As part of our efforts to support the child, an inclusion specialist is called upon to observe and work
with the child and provide professional recommendations. This is done through the Quality Counts
program and her services are free of charge. A consent form must be signed by the parent to proceed.
One or more of the following conditions must be present for a parent to be asked to withdraw their
child from the program: the child's behavior is harmful or up-setting to himself or to other children in
the program; we are unable to meet the individual needs of the child; the child's behavior is disruptive
to the point of preventing the other children from learning. This decision is made only after all
reasonable options have been attempted.
REFERRALS SERVICES
If it is determined that a child is in need of further evaluation we refer our parents to Florida Diagnostic
and Learning Resources System-South, operating through Miami-Dade County Public Schools, Division of
Special Education, a special education support system for educators, parents, and professionals who
work with students with disabilities.
SCREENING PROVIDED
Preschool screening is a brief check of developmental milestones. It can be a good way to identify areas
in which a child may need some extra assistance. The areas of development that are assessed include
speech and language, hand and body coordination, and general readiness for school.
AGES & STAGES ASSESSMENT TOOL AND EARLY INTERVENTION
The Ages and Stages Questionnaire (ASQ) is a reliable and valid screening tool for teachers and parents
to help assess the development of young children in their care. Many professionals rely on ASQ as a
developmental and social-emotional screening for children from one month to 5.5 years. The ASQ looks
at strengths and trouble spots, educates parents about developmental milestones, and incorporates
parents‘ expert knowledge about their children
The Devereux Early Childhood Assessment or DECA for Preschool is a nationally normed
assessment of within-child protective factors in preschool children aged two to five. DECA is
designed to support early intervention efforts to reduce or eliminate significant emotional and
behavioral concerns in preschool children.
The Devereux Early Childhood Assessment for Infants and Toddlers (DECA-I/T) is a standardized,
norm-referenced, strength based assessment that assesses protective factors and screens for social
and emotional risks in very young children.
JUDAICA
• To gain an appreciation of the rich tapestry of our Jewish heritage
• To integrate Jewish traditions, holidays and values within the overall Pre-school
experience
• To develop an awareness of the importance of Israel
• To help children establish a Jewish memory which will provide the basis for
continued growth and learning
DAILY SCHEDULE
A typical schedule in ECD includes a balance of quiet and active activities including:
Greeting Time
Large and Small Group
Planning Time
Review/Wrap up
Story Time
Snack time
Planned Centers
Rest Time
Outdoor Play
Closing Circle
The Explorations schedule includes the same elements as the morning schedule: Circle Time, Centers,
Snack time, Story time and playground.
ENRICHMENT SPECIALTIES
Our curriculum is enhanced by specialty teachers who provide enrichment activities for children on an
age-appropriate basis.
After School Classes - Offers a variety of areas for children to explore based on their own interest.
• Shabbat
• Music
• Creative Movement
• Physical Education
• Judaica
• Swimming
PLAYGROUND RULES
Our playgrounds were constructed to meet the physical needs and to help develop the skills of children
from toddlers to preschoolers. During the school day the playgrounds are for the use of children and
their classmates with their teachers. After hours and during the weekend, parents and children are
welcome to use the playgrounds. Please remember to use the playground appropriate to your child's
age and supervise your child while he/she uses the equipment to ensure his/her safety.
STAFF
Our Early Childhood staff is carefully selected for their educational background, experience with
children, understanding of child development, sensitivity to the needs of children and ability to provide a
warm, caring environment. Together we blend our talents to provide quality programming at the JCC
for young children and their families.
Our entire staff participates in ongoing programs of in-service education and professional growth to
remain alert to the ever-changing needs of today's families as well as the findings of current research in
Early Childhood Education. Through a strong team effort, we are committed to providing a quality,
successful and positive experience for you and your child.
CLASSROOM ASSIGNMENTS
Children are placed in groups according to the discretion of the teachers and Early Childhood Director.
Request for specific teachers or classmates will be considered but not guaranteed depending on the
appropriateness of the request for your child. The Director is always available to discuss any special
concerns you may have about your child and will take these concerns into account when making class
assignments. Before school actually starts, your child’s teacher will contact you.
COMMUNICATION
A prime factor in the success of our school is the importance we place on communication between
home and school. We have an open door policy and encourage you to call or visit our school at any
time. VISITORS ARE REQUIRED TO CHECK IN AT THE SCHOOL SECRETARY'S DESK BEFORE GOING
DIRECTLY TO THE CLASSROOMS. Parents are reminded that teachers cannot engage in lengthy
conversations during school hours but will gladly call you or make an appointment. Teachers will share
information with you about your child‘s day on a regular basis. Although we want you to be aware of
certain situations and behaviors your child may be exhibiting at the center, we don‘t expect you to fix it
or to punish your child. We will handle the situations that arise, but just want parents to be aware of
what we are doing in the classroom as it pertains to your child.
Information about classroom activities and school wide events will be sent home in each teacher's
weekly newsletter, our ECD monthly newsletter and flyers or notices.
Parent/Teacher conferences are held mid-year and at the end of the school year. A phone conference
shortly after school begins will focus on your child's adjustment to school. A conference may be
requested at any time deemed necessary by the parents, teachers or administrators.
It is essential that parents and teachers keep each other informed of any unusual behaviors or specific
concerns involving the children. Please notify the school of any specific event or change at home that
may affect your child. Parents are required to keep all pertinent information up-to-date, such as change
of address, home phone, work phone, and emergency contact numbers. THE SCHOOL MUST BE
NOTIFIED, IN WRITING, WHEN THERE IS A CHANGE IN YOUR CHILD'S PICK-UP TIME OR IN THE PERSONS
PICKING UP YOUR CHILD.
TUITION
Tuition is an annual fee divided into ten equal payments payable August through May. Fees are not
refundable if your child is ill or on vacation during the school year. A 10% discount is given for a second
child enrolled in any Early Childhood Program, whichever program has the lesser fee. Please check with
the accounting office for savings if you pre-pay for the entire school year.
EARLY CHILDHOOD COMMITTEE
The Early Childhood Committee reviews policies and procedures to insure that the goals and philosophy
of the Early Childhood Development Center are being met. The committee serves as a liaison to the
Board of Directors and is involved in administrative issues as well as long range planning. We have an
open door policy and encourage you to share feedback with the ECD Director or any member of the
committee.
ECD PARENT ASSOCIATION
There are many ways for parents to get involved in their child's pre-school experience. Through the ECD
Parent Association allows for opportunities for parents and staff to work together to enhance
programming that directly benefits our children. Together we plan exciting classroom and school wide
events. SO PLEASE SHARE YOUR IDEAS AND TALENTS WITH US AND SAY YES WHEN CALLED UPON TO
HELP!!
FAMILY PARTICIPATION
Parents are always welcome in our program and we hope you will become involved. There are so many
possibilities for you to be an integral part of your child's school experience, like classroom visits, special
events, and the ECD OPA Parent Association with its various committees. Special events will be marked
on your monthly calendars and followed by reminders and invitations when appropriate.
POSITIVE GUIDANCE/DISCIPLINE
Positive Guidance is incorporated in a warm, positive manner where rules and routines are clearly
established, expectations are age appropriate and positive reinforcement is stressed. Our behavior
policy is to use positive guidance. Gentle reminders, redirecting a child and providing choices often help
reduce conflicts. The ultimate goal is to teach children appropriate behavior, self-control, and positive
ways to resolve conflict. A caring adult is always available to help a child work through a problem.
Parents will be notified when unusual behaviors or concerns arise and the parent, teacher or
administrator may request a conference.
TIME FOR SCHOOL
PLEASE WALK YOUR CHILD TO THE CLASSROOM AND SIGN HIM/HER IN AND OUT DAILY AND BE SURE
YOUR CHILD WEARS A NAME TAG THE ENTIRE FIRST WEEK. If your child seems shy or clings to you, wait
until the teacher greets you and tries to interest your child in an activity. Do not worry if your child
prefers to sit and watch. This is a form of learning and will lead to participation. As soon as the teacher
feels your child is ready to separate, please say a speedy good-bye (kiss and hug), and leave with a happy
face. We find children adjust better without a lingering farewell. Avoid lengthy conversations with the
teacher at this time, as she needs to focus her attention on the children. We understand this is a time of
adjustment for you too, so we invite you to join other parents in the Activity Room during the first two
days of school.
DRESS CODE
When dressing your child, remember that our preschool days are "messy days". Please remember that
ours is a "discovery program" and spills and paint spots are inevitable (even with smocks on). We would
appreciate you dressing your child in appropriate play clothing, which is most suitable for our planned
activities. For safety purposes, children should wear sneakers daily. Dress younger children in easy to
remove clothing to facilitate toileting. JCC t-shirts can be purchased through our ECD OPA and worn on
our weekly spirit day.
THINGS TO BRING FOR THE FIRST DAY
1. All registration material, emergency contacts and required health forms must be in by the
first day of school. Children will not be permitted to attend school without these forms on
file. Be sure to up-date information as needed throughout the year.
2. Please send an individual photograph of your child and a family photograph to de displayed
on a class bulletin board.
3. Dress your child in comfortable play clothes and sneakers. Spills and spots are inevitable,
even with smocks on. Clothing that is easy to remove facilitates independent toileting.
4. Each child needs two complete labeled changes of clothes in a labeled zip-lock bag, a large
box of disposable diapers and wipes (for non-toilet trained children), and several pairs of
training pants for "newly trained" children. Please replace or replenish supply as needed.
5. Each child needs a smock or shirt to protect his/her clothing during art.
6. Please send a small sheet, blanket and pillow for nappers. A small, cuddly stuffed animal
helps some children relax and rest more comfortably. Please send nap things in a labeled
zippered pillowcase
7. Please do not send bottles or pacifiers to school.
8.
BE SURE TO LABEL EVERYTHING
PARKING LOT RULES
Parking lot rules were established to protect our children.
• Speed Limit is 5-mph.
• Park in designated spaces only. Fire Lane must be kept clear and available
for emergency vehicles.
• NO PARKING in front of the building. STOP at all stop signs.
• Hold your child's hand when entering the building or going to your car.
Early morning drop off begins at 7:35 a.m. for full day children and any others who have made special
arrangements with ECD. Our regular school day begins at 9:00 a.m.
• All children must be walked in and picked up directly to and from their classroom. When walking
your child into school, please park in the parking lot and use designated crosswalk.
 All VPK students will be dismissed in the front of the building in carpool. Please pull up to
the building sign the attendance.
PROGRAM TIMES
HALF- DAY TODDLERS’ PLAYGROUP/2’S PROGRAM
TODDLERS' PLAYGROUP/2’S PROGRAM Extended
EXTENDED DAY PRESCHOOL /PREK PROGRAM
FULL DAY PRESCHOOL /PREK PROGRAM
3 HOUR FREE VPK PRE K
FULL DAY INFANT PROGRAM
FULL DAY TODDLERS 12-15 months
ARRIVAL
DISMISSAL
9:00 am
9:00 am
9:00 am
7:35 am
9:00 am
7:35 am
7:35 am
*12:00-12:15 pm
*2:00 - 2:15 pm
*2:00 - 2:15 pm
* till 6:00 pm
12:00 pm
* till 6:00 pm
* till 6:00 pm
*Please note, dismissal begins 15 minutes prior to the end of these programs. PLEASE BE
ON TIME. ECD closes at 6:00 p.m., after which we do not have arrangements for
children. A late fee of $5.00 for the first 15 minutes and $10.00 for every 5 minutes after
that will be incurred for children who are picked up late. The time will be checked on the
phone for accuracy. We appreciate your cooperation. For specific program times, please
see your school administrator.
CHANGE IN PICK-UP ARRANGEMENTS
Any changes in a child's pick-up time or person MUST be made by the parent IN WRITING or by
TELEPHONE at least a half hour before dismissal. We will not release a child to anyone unless his or her
name appears on the child's record or proper notice has been given to the school. In the event a parent
is not authorized to pick-up a child, the JCC must have a court restraining order or injunction on file. ALL
PEOPLE NOT RECOGNIZED WILL BE ASKED TO SHOW PROPER IDENTIFICATION.
PAY AS YOU STAY
For your convenience, additional childcare is available until 4:00 p.m. Send a note on the day extra care
is needed and include who will pick your child up and approximately what time. PAY AS YOU STAY
RATES ARE $10.00 PER HOUR. We do not bill for Pay as You Stay, please check in with the Early
Childhood secretary and pay for the time used before getting your child.
BAD WEATHER PROCEDURES
In case of a hurricane warning or other emergency condition, the Early Childhood Center will follow the
guidelines set forth by Dade County Public Schools. This information is announced on local radio and TV
channels. Should a weather alert be issued, PLEASE PICK-UP YOUR CHILD AS SOON AS POSSIBLE.
RAINY DAY PROCEDURES
On rainy days, the barricades will be opened to allow cars to pull up under the portico. Pull up in a
single file and remain in the car. Before your child can be put in the car, your motor must be turned off.
The teachers and assistants will help your child out of or into the car. If there is lightning, car pool will
be stopped until it is safe to take the children outside.
Car pool times for rainy days are:
8:45 - 9:10 a.m. 12:00 - 12:15 p.m. 2:00 - 2:15 p.m.
FIRE DRILLS
Fire drills are held periodically throughout the school year. It is each teacher's responsibility to teach
her students the proper procedure for executing the school fire drill.
HEALTH & SAFETY
Florida Department of Children and Family Services requires all children enrolled in an Early Childhood
program to have a completed 3040 Physical Health and 680 (Part B) Immunization form on file. NO
CHILD WILL BE PERMITTED TO ATTEND SCHOOL WITHOUT THESE REQUIRED HEALTH FORMS!
Health considerations for both the individual child and for the group dictate that sick children be at
home rather than at school. If your child displays any of the symptoms described below at school, you
will be called and expected to pick him/her up WITHIN ONE (1) HOUR OF BEING NOTIFIED. The chart
also indicates when your child is able to return to school. In the event of ALLERGY RELATED SYMPTOMS
OR REACTIONS, your child must be picked up as quickly as possible. A written statement from a
physician may be required before returning to school. In the event a child has a chronic condition or
allergy related symptoms, a doctor's note will be required to keep on file.
IT IS THE PARENTS' RESPONSIBILITY TO KEEP WORK NUMBERS AND EMERGENCY NAMES AND NUMBERS
UP-TO-DATE AND MAKE ARRANGEMENTS FOR THEIR CHILD TO BE PICKED UP PROMPTLY WHEN
NECESSARY. If any child contracts any kind of communicable disease (i.e. chicken pox, head lice,
conjunctivitis, pinworms, etc.) the school must be notified as soon as a diagnosis is made so that we
may notify other parents accordingly.
SICK POLICY
Health considerations for both the individual child and for the group, dictate that sick children should be at home
rather than at school.
Children will be sent home if they exhibit:
Children can return to the Center:
Chicken pox: Any unexplained rash
Six days after the rash breaks
out or when the blisters are scabbed
over, whichever is sooner
Cold Sores: A sore that is draining or open
that cannot be covered by a bandage
Children will be sent home if they exhibit:
When sores are dry and crusted
Conjunctivitis (Pink Eye): Eye discharge, red
or itchy eyes
When the discharge has stopped
Children can return to the Center:
Coughing: High pitched whooping sound or
Once cough has subsided
child gets red or blue in the face after coughing;
if cough is continual and interrupts the regular
daily routine requiring individual care
Diarrhea: Two or more episodes of runny,
watery stool
Episode free for 24 hours. If another
episode occurs after 24 hours, the child must
remain out of the Center for three days
Fever: Temperature of 100 degrees F or higher 24 hours without a fever without medications
Hand-Foot-Mouth: Open, draining sores on
hands, feet and mouth
When sores are dry and all drooling
foot and mouth stops
Hepatitis A: Yellowish skin or eyes
One week after the illness or yellow color starts
Impetigo: Any unexplained rash
For a mild case, if area is being treated with
medication and can be covered with a bandage,
child may return to school. If the rash is
severe, or the child repeatedly scratches the
area, or the area cannot be covered with a
bandage, the child may return to school 40 hours
after antibiotic treatment has started.
Lice: First sign of infestation
No nits. For more information see lice policy
Measles: IMMEDIATE REMOVAL
Five days after the rash breaks out
Mumps: IMMEDIATE REMOVAL
Nine days after swelling starts
Children will be sent home if they exhibit:
Children can return to the Center:
Nasal Congestion: Thick, constant, discolored
mucous and discharge
Clear runny nose is acceptable. Must
be free of discolored discharge for 24 hours or
have a doctor's note indicating the nature of the
infection.
Pinworms: Anal itching or anal irritation
24 hours after receiving treatment
Rash: Any unexplained rash
Child can return with a doctor's note explaining
the nature of the rash and indicating that it isn't
contagious
Ringworm: Any unexplained rash
If the area can be kept covered, the child can
return to school. If the area cannot be covered,
the child can return to school once treatment has
started AND the patch of ringworm starts to
shrink
Rubella (German Measles) IMMEDIATE
Per Health Department guidelines
REMOVAL and recommendations
Scabies: Any unexplained rash
Child must have completed one treatment with
scabies medicine
Strep Throat: Sore throat with fever
24 hours after antibiotics are started
Tuberculosis: IMMEDIATE REMOVAL
Per Health Department guidelines and
recommendations
Vomiting: One or more episodes
Episode free for 24 hours without medication
Whooping Cough: See cough criteria
After the first five days of taking antibiotics
MEDICATION POLICY
Administering medicine to a child outside of the physician's office or health institution is a parental
responsibility. Parents should discuss their childcare situation with their child's physician so dosages
can be adjusted and medication can be administered at home when possible. The JCC will administer
medication at school in certain circumstances under the following guidelines:
1. NEVER SEND MEDICINE TO SCHOOL WITH YOUR CHILD OR IN YOUR CHILD'S
LUNCH BOX. A PARENT OR GUARDIAN MUST PERSONALLY HAND ALL
MEDICINE AND SIGNED AUTHORIZATION FORMS TO ECD STAFF. A sample
medication authorization form is available in the back of the Parent's Handbook and may be
copied for your use. Additional forms are available from the ECD secretary or early morning
staff.
2. Written authorization forms signed by parents or guardian must accompany any type of
medication stating the time, dosage and name of medication.
A. Short-term prescription medication form must be signed by a parent.
B. Long-term medication permission form must be signed by the physician and the parent
C. Permission to administer allergy medication must be signed by the physician and the parent.
3. Prescription medicine brought to the JCC must be in its original container with the name of the
physician, child and medication directions on the label.
4. Over the counter drugs will not be administered unless prescribed by a doctor. There will be no
exceptions.
5. A detailed log will be kept for all medication dispensed at school.
6. All medications will be stored in a central location.
7. Designated JCC personnel will dispense medications at specified time during the day.
8. If a parent gives verbal directions for medication usage different that the label, this must be
verified with the doctor's office and written directions must be forwarded to the school.
9. JCC staff is only allowed to cleanse a wound with soap, use ice and/or bandage until help
arrives. Staff must wear plastic gloves when cleansing a wound.
HEAD LICE
Head lice are not dangerous, but they require attention because they spread rapidly and are difficult
to control. When head lice are detected at home, it is important that parents inform the school. For
best results, all family members should be treated with a medicated shampoo for lice, and the nits
should be removed with a special nit comb. It is also important to clean the environment the child is
in (clothing, carpeting, linens, upholstery, car seats, etc.)
When a case of head lice is detected at school, the following guidelines are followed:
a. The child is removed from the classroom and the parent is called to pick him/her up.
b. Head checks are done on the other children in the class
c. A letter informing parents is sent home
d. Carpets are vacuumed and sprayed
e. Sleeping mats are washed and disinfected
f. The JCC adheres to a "nit free" policy. Upon returning to school, an administrator
must check your child to ensure that all lice and nits have been removed. NO CHILD
WILL BE ALLOWED TO RETURN TO SCHOOL IF THE HAIR OR SCALP STILL REVEAL
NITS. A DOCTOR'S NOTE MAY BE REQUIRED. Information packets are available at
the ECD front desk.
BITING PROCEDURES
Many pre-verbal children go through a time of biting. They bite for several reasons. One, they find the
impulse to bite is a natural defense when cornered, not having yet mastered more refined ways of
defending and protecting themselves and their wants. Two, the immediate effect of the bite may be so
gratifying to the biter, both sensually and dramatically that, for a time, the biter may be inspired to go
on a rampage of biting.
We recognize that biting, while it may not be acceptable, is normal and natural for toddlers and not
unusual for two year olds and preschoolers. It frequently occurs in groups of children just on the verge
of fluent language. The following are our policies concerning biting:
1. Staff will carefully monitor children.
2. Staff will model appropriate gentle behavior and pre-social play, encouraging children to use
words.
3. When a biting incident occurs:
A. Staff will quickly respond with a clear message to the biter. "No, We don't bite. Biting
hurts." Tone of voice, body language, and facial expression all will clearly express
disapproval. Staff will recognize the biter's feelings: "I know you are angry, but I can't
let you bite".
B. Staff will comfort the "bitee" with ice, a band-aid (if necessary), and TLC until the child
is ready to return to play.
C. Staff will suggest alternatives to biting behavior as appropriate for the age of the
children. "Next time, say MOVE!" The seriousness of the incident may need to be
reinforced: "No! It's not funny. Biting hurts. No biting".
D. Parents of both children involved in the incident will be notified. Biting is a part of the
young child's normal developmental process. We take a proactive, rather than a
reactive approach. Each biting situation will be handled in the manner outlined
above. We will not discuss personal information with any parent about a child other
than his or her own. Biting will be handled in a developmentally appropriate and
professional manner.
4. Each incident will be handled on an individual basis.
ACCIDENT REPORTS
Accident reports are completed for all injuries occurring at school. When a child gets hurt at school, a
note will be sent home. In the event of a serious injury, the parent or other emergency contact person
will be called. In a medical emergency, we reserve the right to call 911. The safety of every child is
always foremost in our minds.
LUNCH AT THE JCC
Please send a nutritious lunch and drink daily. When sending food to school, please be respectful of Jewish
dietary laws. DO NOT SEND HAM, PORK OR SHRIMP PRODUCTS TO SCHOOL, AND DO NOT MIX MILK AND MEAT
PRODUCTS. Special guidelines will be sent home pertaining to food allowed during Passover. Remember to label
all lunch boxes, thermoses, utensils and containers. The following is a suggestion for a balanced lunch:
A.
B.
C.
D.
E.
Cheese
or eggs
2 ounces
1 egg
or dried beans and peas
½ cup
Fruits (2 or more)
or vegetables
or fruits and vegetables
Bread
Butter
Milk
½ cup
½ cup
¾ cup
1 slice
1 teaspoon
1 cup (8 ounces)
This is a peanut free school; please do not send your child to school
with a peanut butter sandwich or items that contain peanuts.
PLEASE DO NOT SEND GUM OR CANDY TO SCHOOL WITH YOUR CHILD!!!
SNACK TIME
Nutritional snacks such as crackers, fresh fruit and vegetables or Challah, as well as juice will be served
each morning. Snacks will vary and on occasion special class made snacks or holiday foods will be
served. Children enrolled in Explorations will receive another snack in the afternoon. If you child has a
food allergy or special dietary restrictions, please notify his/her teacher.
BIRTHDAY CELEBRATIONS
Children enjoy celebrating each other's birthdays at school. Parents are welcome to bring in treats for
birthday celebrations. Please send in an approved birthday form the week prior to your child’s birthday.
We must have advance notice in order to inform parents of children that have allergies or dietary
restrictions. Please make arrangements with your child's teacher in advance to set up a convenient time,
and we ask that you keep it simple.
Invitations to birthday parties will be distributed at school when the entire class is invited. Please make
other arrangements if the whole class is not included. Your cooperation is greatly appreciated.
SHABBAT
Shabbat is celebrated in many ways at school. The "specialness" of the day is reflected in our day's
activities, dress, snack, blessings, learning centers, and school wide celebrations. Parents are always
welcome to join us for Shabbat. Please check with your child's teacher for specific times when your
child's class celebrates Shabbat. TZEDAKAH is an important part of our Friday morning tradition. Please
encourage your child to participate in this Mitzvah by sending in Tzedakah (even a few pennies) every
Friday. The money raised through this weekly collection is sent to a group selected by the children and
their teachers each year.
HOLIDAY CELEBRATIONS
Holiday celebrations are an exciting part of our program. Parents are invited to attend our annual
Chanukah and Passover Celebrations, as well as other programs throughout the year. As a Jewish
school, our facility will be closed on many Jewish holidays and major holidays. Please be aware, we do
not participate in the celebrations of Halloween, Christmas, Valentine's Day or Easter. Please do not
send in cards or candy to be distributed for these holidays.
TOYS FROM HOME
Toys from home stimulate language and play at school and help bridge the gap between home and
school. Special "favorites" or expensive and fragile items are best kept at home. TOY WEAPONS ARE
NEVER PERMITTED AND WILL BE REMOVED AND KEPT OUT OF REACH IF BROUGHT TO SCHOOL.
Please help your child select appropriate items to bring to school and LABEL EVERYTHING CLEARLY.
LOST & FOUND
Every effort will be made to help children keep track of their belongings at school. PLEASE LABEL
EVERYTHING CLEARLY. A lost and found box will be kept in the Early Childhood lobby. Any unmarked or
unclaimed items will be given to charity.
RECYCLE CENTER
Please consider donating your child's outgrown and used toys, books, puzzles, riding toys, etc. IN GOOD
CONDITION. We also love "dress-up" clothing, costume jewelry, old purses, etc. Our Art Center is
always enhanced by yarn, fabric, trays, plastic bottles caps, empty thread spools, eye droppers, empty
roll-on deodorant bottles, empty toilet paper rolls, egg cartons, wallpaper books, old picture magazines,
etc. Excess paper (stock or computer) makes great drawing paper. USE YOUR IMAGINATION AND
WE'LL USE OURS!
WHAT WE EXPECT OF PARENTS
•
Read the bulletin boards, notices and newsletters that are sent home. Important information is
shared with you on a regular basis, but you must make the effort to read it.
•
Give your child time to adjust to child care before leaving them here. Parents can help set a
positive tone for the rest of the day by taking a few minutes in the morning to greet the teachers
and help involve your child in an activity.
•
Value staff members and show them common courtesy. Caregivers are more than just
babysitters. We employ teachers who have training and education in child development. Show
respect for their position as an important part of your child‘s development.
•
Focus on your child when you pick him/her up. Take time to greet staff and your child and see if
there is anything the teacher wishes to communicate before you leave.
•
Be respectful and support center policies. If we ask that you don‘t bring in toys, then please don‘t
allow your child to do this. It is impossible to fully enforce all policies at all times, but know that
your disregard for a policy is causing a problem.
•
Make sure your children follow center rules. Please don‘t allow them to run away from you, climb
on furniture, etc. Your child‘s safety and well-being is our primary concern.
•
Make sure your child is wearing appropriate clothing. Children will get dirty in child care. It is not
realistic to send them in good clothing and expect teachers to keep them clean. Make sure
clothing is easy to remove if your child is in diapers or in the process of toilet training (don‘t send
them in overalls).
•
Keep a sick child home. The state mandates health regulations to prevent spread of infectious
illness. Although it may seem inconvenient at times, these rules also keep your child from being
infected by others as well. It is up to you to have a back-up plan for a child who cannot attend.
•
Address concerns in a respectful way and to the appropriate person. Do not talk about staff to
others -- seek to resolve your problem with the appropriate staff member.
•
Try to minimize your child‘s time in child care. Most children have had a full day after 8 hours and
need to re-fuel emotionally by spending time with their family. Allow them a break every now and
then (a ‗day off‘ when possible).
•
Communicate with teachers about what‘s going on at home.
•
Make sure children get a good night‘s rest so they are ready for their busy day.
•
Pick children up before the center closes. Staff need to get home too.
~Based on an article by Stephanie Dunnewind of the Seattle Times.