Handbook preschool - El Montecito Presbyterian Church

PARENT
HANDBOOK
1455 East Valley Road
Santa Barbara, CA 93108
(805)969-3566 (805)969-9319 (FAX)
www.elmontecitoearlyschool.com
1
From the Director, Suzy Dobreski
Greetings to all of our wonderful new families,
I am so thrilled to have you be a part of this historic, yet new preschool. What an honor to carry on the
tradition of fifty years of excellent, Christian preschool education. I so look forward to pouring into your
children and your families the love and enthusiasm that I have for life and the Lord. I am so excited to get
to know each child and share this adventure of life through exploring and discovering. I am grateful for
your children that you have entrusted into our care.
I want to make myself available to each and every one of you for anything that may arise in your life. I
desire to share the highs and lows with you, to laugh and to cry with you and, most of all, to hold you up
in prayer.
Here’s to a great year!
Many, many blessings to you!
Suzy
Deuteronomy 6:5-9 You shall love the Lord your God with all your heart, and with all your soul, and with
all your might. Keep these words that I am commanding you today in your heart. Recite them to your
children and talk about them when you are at home and when you are away, when you lie down and
when you rise.
2
TABLE OF CONTENTS
About Our School….…………………………………………………………………. 4
Arrival and Pick Up …………………………………………………………….……..7
Birthdays ………...…………………………………………………………………….. 13
Carpools ……………………………………………………………………………… 14
Child Abuse ………………………………………………………………………….. 11
Developmental Stages ...……………………………………………………….….. 18
Disaster Preparedness Plan..………………………………………………........... 9
Dress Code..…………………………………………………………………………. 11
Field Trips …………………………………………………………………………… 14
From the Director …………….…...……………………………………………….
2
Health Policy …..………………………………………………………….………… 11
Holidays ………………………………………………………………………..…… 14
Late Tuition Payment Policy and Returned Checks……………………..……
5
Lice Policy …………………………………………………………………………….
6
Mission Statement ……………………………………………………………………..4
Nutrition …...………………………………………………………………………….13
Parent Involvement and Education ….…………………………………………..8
Parent Communication ……..…………………………………………………….9
Philosophy of Guidance……………………………………………………………
20
Preschool Classroom Goals ….………………………………………………….
16
Preschool Curriculum and Activities ….…………………………………………
15
Toys and Electronics from Home …...…………………………………………..
13
…….…………………………………………………………….
5
Visitors on Campus ….………………………………………………………………
12
Tuition and Fees
3
MISSION STATEMENT
We are private, Christian preschool serving children from ages two through the pre-K age of 5 years. We
believe that each child entrusted to our care is a unique and precious individual. The school is solidly
grounded in the message of Jesus Christ, and we encourage the discovery of God’s love. In turn,
students develop a healthy self-concept and a love of neighbor.
Our mission is to join with families to provide a Christ-centered foundation for life. Our creative staff and
engaging classrooms nurture maximum growth and learning for our children.
Our goal is to provide our students with the highest quality education integrated with a solid spiritual
grounding. We believe that these two elements go hand in hand. Together they enable students to
develop a vital balance between academic, social, emotional, physical and spiritual excellence. Our
objective is to provide our children with a strong foundation for a full and meaningful Christ-centered life.
ABOUT OUR SCHOOL
Established in 1958 as an outreach ministry of El Montecito Presbyterian Church, our preschool
continues a tradition that was set forth years ago. The school has recently undergone changes and has
refocused its energies on serving preschool children and their families.
FACULTY, STAFF AND VOLUNTEER QUALIFICATIONS
Faculty and staff hired at El Montecito Early School meet or exceed all state requirements, including Early
Childhood Education credits, First Aid/CPR training, and security checks. In addition, our faculty and staff
bring a wealth of experience and education in a variety of disciplines, from which they draw to bring an
ever-increasing depth of knowledge and life’s joys to our students.
In addition to trained faculty, we are supported by a number of intergenerational volunteers who come to
share their life experience and love of God through stories, play and positive interactions with our
youngest generation. In order to serve the best possible experience, these volunteers are also provided
with training appropriate to preschool and are subject to health screenings and background checks.
Preschool Committee policy expects that faculty/staff are active participants in a Christian church and
espouse the Statement of Faith of the National Association of Evangelicals.
ADMISSION POLICY
El Montecito Early School does not discriminate on the basis of race, color, national or ethnic origin in the
administration of its admissions or educational philosophy. All students attending El Montecito Early
School are accorded equal rights, privileges, and access to programs and activities.
Children are encouraged to be toilet-trained before enrollment in to the school.
For the benefit of The Early School and all the children, we consider that the first month of enrollment for
each child is on a “trial basis”. We need to ensure that the “fit” is correct between our program and each
child. Occasionally, severe behavioral concerns arise that fall outside the parameters of even our wellqualified faculty. Injury to self or others will be a cause for dismissal.
The Conditional Use Permit (C.U.P.) specifies that all parents will be notified that they are prohibited from
using Pimiento Lane (A private lane) for transportation of their children to and from the school. All
parents are requested to sign this agreement annually upon admission.
4
TUITION AND FEES
The Preschool Committee of El Montecito Presbyterian Church determines tuition and fees annually. Visit
our website (www.elmontecitoearlyschool.org) for the current tuition and fee schedules. El Montecito
Early School is a 5013c not-for-profit organization and is dependent upon tuition to pay salaries and
operating expenses.
Tuition is an annual amount that is broken down equally into ten installments beginning
on June 1 and ending on March 1.
Many families choose to pay the total annual tuition prior to school beginning or in two biannual payments.
**All fees and tuition are nonrefundable**
Tuition payments are due on the FIRST of each month. If you are experiencing some temporary
financial hardships, please contact the Director. If delinquent for more than 30 days, your child is subject
to suspension from school until payment is made. To avoid this, arrangements must be made with, and
approved by, the Director. Because The Early School is a ministry of the church, which does not make
loans, we are not permitted to enter in to a payment plan other than the above 10 installment
arrangement.
If an account is delinquent for more than thirty days, your child is subject to suspension.
FOUR WEEKS notice must be given if there is early withdrawal. Upon early withdrawal notification
the school will retain or collect (for each student) all tuition (paid or past due) as well as a $500
early withdrawal fee.
PRESCHOOL FEES
Required:
Nonrefundable/nontransferable Enrollment fee: $100.00
Nonrefundable/nontransferable School Supplies fee: $250.00
Nonrefundable/nontransferable Nap Supplies fee (if applicable): $25.00
There is NO reduction of tuition because of days absent. There are NO make-up days for absences.
Miscellaneous/Optional
Drop In - Parents must check with Director or Lead Teacher each day “drop in” is requested for available
space. A “Drop in” fee of $25 for rest and play, $50 for Half-Day and $75 for Full-Day will be charged.
Preschool nap fee (for Full-Day students) Parents must purchase a school mat cover to be used for the
daily state-required rest period for all late day nap students. This fee is $25 per year.
Late Tuition Payment Policy and Returned Checks
Tuition and fees are due in full by the published due dates for each school year.
If tuition is late, please be in communication with Office Manager or Director.
A payment plan can be set up, please schedule a meeting with Office Manager.
There is a $10 fee for handling returned checks.
5
1. If family is 61 days past due – El Montecito Early School (EMES) will send a reminder
of past due invoice by email and follow up with a phone call.
2. If family is 91 days late – EMES will send a reminder of past due invoices by email
and mail and assess a $100 late fee.
3. If family is 121 days late – EMES will suspend student from school and send a
reminder of past due invoices by certified letter and email and assess a late fee of $100.
Head Lice Policy
About Head Lice:
Head lice are parasitic insects found on the heads of people. Head-to-head contact or an
exchange of hats, clothing or other personal items can transmit lice from an infected
child to many others. Personal hygiene or cleanliness in the home or school have
nothing to do with getting head lice.
Early detection of head lice can help abate the spread. Symptoms to look for in your
child include: a sensation of something moving in the hair; itching, caused by an allergic
reaction to the bites; irritability; and sores on the head caused by scratching. An
infestation is diagnosed by looking closely at the scalp (specifically, but not only, at the
base of the neck and behind the ears) and the hair for nits or adult lice. If crawling lice
are not seen, finding nits within an inch from the scalp confirms that a person is infested
and should be treated.
Head Lice Policy
The Early School has a “no nit policy” and will not allow the return of a child, even if
they have been treated, until all nits have been removed. The screening by the school is
only a safeguard. The primary responsibility is on parents to check their child and have
them return to school only if there is no evidence of lice.






6
Once head lice are detected in a child, parents should immediately notify the
classroom teacher and Director.
The school will immediately notify parents when a case of head lice has been
reported in a particular class.
Parents will conduct an individual head check of their child to determine if there
are any other infected individuals.
Parents need to treat the infected child with a pediculicide (lice killing treatment)
and ALL nits need to be removed using a special comb before the child will be
allowed to return to school.
The school will provide parents of students in the class with information on antilice precautions that need to be taken in the home once an infestation has
occurred.
The classroom will be thoroughly cleaned—counters wiped down, floors
vacuumed; lice die within 1-2 days when there is not a host available.


All parents of children in the affected classroom are to thoroughly check their
child for the presences of nits or lice every day for ten days (the incubation period
for lice).
The child can return to school once the nits have been removed and is cleared by
a doctor with written documentation.
Tuition and Days Missed
The Early School will offer a discount in tuition for days missed as a courtesy to the
family.
PRESCHOOL ARRIVAL AND PICKUP
SCHOOL ARRIVAL
California State Department of Community Care Licensing requires:
 Preschool children must be signed in/out of the classroom daily by parent or guardian
 Parents must sign complete first and last name as well as the exact time in and time out.
 A SIGN-IN/OUT sheet is located outside of each preschool classroom
Our Half-Day program hours are 8:45 a.m.-12:45 p.m. and our Full Day program is until 2:45 p.m. Children
may not arrive before 8:45 a.m. even if the teacher is in the classroom. As a reminder, the children staying for
the Full Day may be in different room in the afternoon and must be signed out at the same class where they
were signed in.
Children must be accompanied by an adult, as they arrive or depart from school. Please feel
welcome to supervise your children in the courtyard area while waiting for opening at 8:45 a.m. Greeting
time is 8:45 a.m. This morning transition time is very important for the child/parent and teacher. It is very
important that your child arrives before 9:00 a.m. as it is an unnecessary disruption to the teacher and to
the entire class. Your child will transition best if she arrives before this greeting time is over. We
appreciate your understanding that this is for the benefit of your child.
ABSENCES and LATE ARRIVALS



Call the school office, 969-3566
No tuition reduction or make-up days for absences
If your child will arrive more than 20 minutes late, please call the school office.
SCHOOL PICK UP
Please arrive promptly at pick up time or late fees will be incurred. Again, we appreciate your
understanding that this is for the benefit of your child.
RELEASE AUTHORIZATION
All children will be released from school only to those persons listed on the authorization form in the
child’s file. If a non-listed person will be taking the child from the school, please send a note authorizing a
new pick up person and include the person’s name and phone number. Safety is our primary concern
and, if we are not familiar with this person, we will ask for identification.
For the safety of all, a child will not be released to a parent or adult that is under the influence of alcohol
or any controlled substance, or is suspected to be under the influence. Another person noted on the
emergency form will be contacted. If there are any problems, the appropriate authorities will be notified.
7
As a reminder, teachers and school administrators are mandated reporters and it is a state law to report a
situation that endangers a child. We ask your cooperation in this matter.
Half Day pick up is at 12:45 p.m. Children are ready to go home at the end of their school day. Late
pick up may unnecessarily upset your child. If you know you are going to be detained, please call
969-3566 so that we can reassure your child. Repeated late pick up will incur a late fee.
At the end of the morning program, children are often listening to a story. This is our way of quieting the
children and preparing them to leave. This is not their main story time. We expect interruptions as
children leave to go home. Please wait at the door and the child will get her or his belongings from the
cubby and meet you.
FULL DAY pick up is at 2:45 p.m. – Preschool ends at 2:45 p.m. Remember that the day has been long
for your child and he/she is ready to go home and does not understand being the last one to have the
parent arrive.
PARENT INVOLVEMENT AND EDUCATION
We share a wonderful partnership between parents, teachers and administration at El Montecito Early
School. Parent participation is essential to the educational success of each student at the school. This
might include driving to a field trip, hospitality at one of our class parties, school renovation or helping the
teacher with a project. Please let your child’s teacher know of any special skill you can share with the
school. We LOVE parent involvement, as does your child.
PARENT TEACHER FELLOWSHIP (PTF)- Enjoy automatic membership in the Parent Teacher
Fellowship when your child is enrolled. This group assists in the organizational functions of the school
through four yearly meetings held during school hours. We welcome and appreciate this very vital group.
PRAYER AND CARE MINISTRY- We will always want to show support to our families and, during times
of stress, this committee wants to minister to you by preparing meals, help in driving your child to and
from school and, most importantly, lifting you and your situation up in prayer. Always know that
everything is held in the strictest of confidence. This is a parent-run committee for the benefit of our
families. Future plans also include possible service projects to our community, in which we would model
“giving back” to your children.
ORIENTATION & BACK TO SCHOOL NIGHT – Informational meetings are held prior to the first week of
school.
CLASSROOM OBSERVATION – We are so proud of our school and parents are welcome to observe in
their child’s classroom. Please schedule a convenient time with your child’s teacher or make
arrangements through the school office. To allow the classroom atmosphere to remain as normal as
possible, no siblings may accompany you. Questions, discussions and conferences with the teachers
must be arranged during another time, as observations are primarily to “see” the class in action.
SCHOOL EVENTS- are held throughout the year. Take time to fellowship with other families to enhance
your experience as well as your child’s.
PARENT/TEACHER CONFERENCES- We know you entrust us to educate and nurture your child,
however; we know that it is a true team effort. We wish to share with you our knowledge of your child’s
development, hear your comments and work together to create and implement goals and objectives in all
areas of her or his development. We conduct 2 conferences annually and look forward to discussing
developmental issues and goals then. Of course, teachers are available at any mutually-convenient time
to share your interests and concerns.
8
PARENT COMMUNICATION
As mentioned above, we offer several other ways for parents to communicate their concern regarding
their child or our program.
QUESTIONS AND CONCERNS - Questions and concerns occasionally arise during the school year. It is
important to inform those who can help.
A conference may be requested at any time. The Director,
faculty and staff are here to help and may be contacted at any time with any educational, developmental,
spiritual or administrative concern.
TEACHER INFORMATION
Unusual circumstances at home can affect your child at school. Please keep the teachers informed by
confidentially speaking with your child’s teacher or contacting the school office.
CONFERENCES
Preschool parent-teacher conferences are scheduled in the fall and spring.
INFORMATION TO PARENTS
Preschool parents will find information containing monthly activities, schedules, special notices, and
snack sign-ups on the bulletin board outside each classroom. Our new School website will have an
“Announcements” page, which will cite upcoming events and information germane to our families.
SEPARATED FAMILIES
El Montecito Early School has certain legal constraints when dealing with separated families. It is not
uncommon for one parent to request that the other parent not be allowed to pick up a child. El Montecito
Early School cannot stop a parent from picking up his or her own child unless there is a court-ordered
directive. Please keep us apprised of this. If your family is going through a difficult time, it is important
that your child’s school remain a calm, predictable place for her. We will try our best to be supportive of
individual needs and will always remain neutral for the child’s benefit.
Parents remain responsible for paying their child’s tuition even when the court has not determined any
final financial arrangement.
DISASTER PREPAREDNESS PLAN
PARENT INFORMATION
In the event of a disaster such as earthquake or fire, we are prepared to take care of all the students until
each student is released to a parent, guardian, or pre-assigned designee. During this time we would like
your child to be as comfortable as possible. At the beginning of each school year parents are asked to
bring a “Kid Kit” which should include the following in a labeled gallon zip-lock bag:
1)
2)
3)
4)
5)
Personal emergency information, including an out-of-state contact
Non-perishable snacks
Three non-breakable containers of juice or water (No cans, they leak)
Family snapshot and/or comforting note from home
List of essential medication stored in office
Our school has emergency and first aid supplies as well as additional food and water supplies. All of the
faculty and staff are trained in CPR and First Aid. We strongly urge parents to take First Aid, CPR, and
9
Emergency Preparedness training. Regular fire- and earthquake-drills are conducted on-campus and
with the students in order to help them perform the drills with ease and to remain calm. It is our intention
to keep all our children safe and to teach them skills and give them confidence. Even though we are
blessed to be so close to the Montecito Fire Station, parents who live close to the school are encouraged
to commit themselves to help on campus in the event of an actual emergency.
A copy of the El Montecito Early School Disaster Preparedness Plan is available to all parents for viewing
in the school office.
In the event of a disaster, the following emergency procedural information is of utmost importance to all
parents:
El Montecito Early School Emergency and Disaster Plan



All staff of El Montecito Early School are trained in CPR and First Aid.
Staff are also trained by local law enforcement (Santa Barbara Police Department) how to
respond to emergency situations either Evacuation or Lock Down (see below).
Regular monthly fire, earthquake and lock down drills are implemented and kept
recorded.
Two types of emergencies in which to plan for:
1. Evacuation –fires, floods, or other natural disasters
2. Lock Down – earthquakes, dangerous person alert
Evacuation:
1. Teacher directs children to take shelter under table or to stop, drop, and roll;
depending on type of emergency situation
2. Teacher assesses situation and proceeds to count children, takes emergency backpack,
which has a first aid kit and family contact information and proceed to bike yard in an
orderly and calm fashion.
3. Evacuate to Bike Yard
4. Utilize Kid Kits if necessary (can be found in bike shed)
5. Administer First aid as needed.
6. When authorities give the all clear, teachers can contact parents or begin reuniting
children with parents upon arrival.
7. In the event that access to the school is not allowed (i.e. East Valley Road is closed),
children will walk in groups with teachers to Manning Park for reunion with their
parents or with whomever is authorized on the emergency form for pick up release.
Lock Down: (AKA: Quiet time)
1. Shades in each classroom to be pulled and children to be in a quiet area with teacher
away from windows and doors.
2. Teacher to maintain calm atmosphere with hushed voices.
3. Director will man the phones and radio and be the one to be in communication with staff.
4. When the emergency is over, an “all clear” will be announced.
5. We will dismiss children one by one as parents come to the classroom.
6. In the event that access to the school is not allowed, children will walk in groups with
teachers to Manning Park for reunion with their parents or with whomever is authorized
on the emergency form for pick up release.
10
7. Each staff member will document exactly what occurred and turn into Director.
8. A report of the incident will be written up and recorded.
We hope this information reassures you.
The safety of your children is El Montecito Early School’s primary concern!
CHILD ABUSE
PREVENTIVE TIPS FOR PARENTS
 Talk with your child simply and specifically about good, bad and confusing touches
 Teach your child that they have personal rights and deserve good touches
 Be calm, honest and matter-of-fact
 Teach your child the correct names of body parts
 Teach your child that they must not keep secrets about touching
 Encourage your child to trust their feelings
 Emphasize the importance of not allowing any forceful touching of private parts
 Teach your child that it is wrong to be forced to look at or touch another person’s private zone.
(private zone is what bathing suits cover)
 Play prevention games to give your child tools to use to protect themselves
 If your child is afraid to be alone with someone, find out WHY.
 Teach your children that you will believe them when they come to you with a touching situation. You
must mean this.
 Teach your child that most grownups and older friends have appropriate behavior, but some do not.
Those people need to get help.
 Make sure your children knows that when bad touching happens it is not their fault.
STATE LAW
Teachers and faculty at the school are mandated by state law to report suspect child abuse. If we
suspect that a child is suffering from any type of abuse, we are required to report this behavior to Child
Protective Services in a verbal report of “reasonable suspicion”. Then the mandated reporter must file a
written report with the Department of Justice within 36 hours of their verbal report.
If an adult arriving to pick up a child is under the influence of alcohol or non-prescription drugs, or is
suspected to be under the influence, the child will not be released to him/her. Another person noted on
the emergency form will be contacted.
HEALTH POLICY
Requirement: To attend school, the state requires that our office has, on file, an accurate and complete
record of the student’s completion of a physical exam and up-to-date immunizations or a waiver form.
Students may not attend school without these documents on file.
Illness: Children must stay home when exhibiting any of the symptoms listed below. Not only are
children contagious when ill, but they are unhappy if sick or overly tired. State law requires ill children to
be sent home.
For the safety of other children and teachers, we will enforce this policy.
PLEASE KEEP YOUR CHILD HOME IF HE/SHE:
 Is fussy, cranky, tired, and generally not him/herself.
 Has a fever or has had one during the previous 24 hours.
 Has thick nasal discharge.
 Has any form of diarrhea or vomiting within the last 24 hours.
 Has a symptom of a possible communicable disease.
11
OTHER PERTINENT INFORMATION
1. Non-prescription medication will not be administered at school. Any prescription medications
brought must be in the ORIGINAL CONTAINER and must be administered per label instructions
by the Director or designated staff person. Medication must be stored by staff out of the reach of
children.
2. Any administration of a prescribed medication will be logged and kept on file.
3. Students who have asthma will be allowed convenient access to their medication according to the
provisions in the Asthma Medication Law (AB2132) of January 1, 2005. The school office has
complete information about these provisions.
4. Sun screen may not be stored in the child’s backpack or cubby at the Early School campus.
Such items must be stored out of reach of any preschool children.
5. If your child has any specific problems or allergies, be sure to note them and inform the teacher.
6. Parents are responsible for keeping the office informed of current emergency contact
information. In case of a serious accident or injury, attempts will immediately be made to
contact the parents. If the parent(s) cannot be reached, the child’s doctor will be contacted. 911
will be called if necessary. School officials will stay with the child until released to a parent or
designated guardian. Parents will assume financial responsibility for expenses beyond their
insurance coverage.
SUNSCREEN
The damage done by the sun is cumulative. Our students spend a lot of time outdoors so we ask that you
please apply sunscreen to them before they attend school each morning. We have Banana Boat Kids
Tear Free Broad Spectrum sunscreen with an SPF of 50 available. It is PABA-free, fragrance-free and
hypoallergenic. If you prefer another brand for your child, please be sure to send it in labeled with your
child’s first and last name.
VISITORS ON CAMPUS
ALL VISITORS MUST CHECK IN AT THE SCHOOL OFFICE
CHILD VISITORS
Child visitors are not allowed in the classroom except when prescheduled with the office and
accompanied by a parent for the purpose of enrollment observation.
STUDENT DRESS CODE
Students should wear comfortable clothes, conducive to easy movement and productive learning. We
want students to be safe on the playground, so clothes and shoes should all be appropriate for stretching
and running. All clothes must fit properly and must be modest. Any apparel that draws attention to an
individual or disrupts the educational environment will not be allowed.
What to Wear in Preschool: Children come to school to play, to explore the environment, to experiment
with all kinds of materials and nature, and to have FUN! Their clothing should allow the freedom to enjoy
those things without concern for rips, tears, and spills. Please send them in comfortable, sturdy, and
washable clothes. Clothing that is easy to manage encourages independence. Loose and elastic-waist
pants are great. Children in Room 1 should not wear coveralls. If the children can unbuckle and
unbutton their clothes themselves, many accidents will be avoided. For the safety of your child, please
do not send your child in flip-flops or other flimsy shoes. These can lead to accidents on our play
equipment. Thank you for your understanding.
All students require an extra pair of underpants, socks, shirt, and pants. Please send these to school in a
plastic zip lock bag. They should be labeled with your child’s name. Please replace as needed. It can be
very discomfiting for a child to have to wear another’s clothes.
12
We ask that girls wear bike shorts under skirts and dresses. We encourage gross motor play on our play
structure and bike shorts provide for greater comfort and modesty. We recommend that girls wear shorts
or comfortable pants.
WHAT NOT TO WEAR:
-long dresses that inhibit active play
-nice clothes which cannot be dirtied. This will unnecessarily upset your child.
-flip flops or other open toed sandals are dangerous, especially on the play structures
Please label all jackets, sweaters, and extra clothing. This helps to prevent clothing loss.
NUTRITION
Children are provided with a nutritious mid-morning snack. Parents all participate in our “bring a snack"
program. Each room has a snack sign-up sheet posted on the bulletin board outside of the classroom.
We have discovered that this is an ideal way to provide healthy snacks, allow the individual child a
responsibility with positive recognition, and provide a leadership role in the classroom routine. The
positive verbal affirmation of classmates enables growth of self-esteem. Making choices and helping with
preparation is a meaningful parent-child experience. The snack should be nutritious, from 2 or more of
the basic food groups and provided in child-size portions. A healthy snack menu might include apple
slices and yogurt. Please check with the teacher for the amount of portions to provide.
Children bring their lunches each day. Please provide a well-balanced lunch that includes no candy.
Teachers will do their best to ensure that children eat their healthy food first. Any remaining food will be
sent home so that parents can be aware of food that has or has not been eaten. We do not allow sharing
of lunches due to possible allergies of other children and the difficulty of ensuring that all children get a
portion.
In an effort to demonstrate good stewardship of our God-given Earth, we strongly encourage your use of
re-usable containers instead of disposable bags.
BIRTHDAYS
Birthday invitations and thank you notes should be mailed to the homes of the students. Only if all
classmates are being invited may the child’s cubby be used for delivery.
Parents: If you would like to make your child’s birthday a special event in the classroom, please make
prior arrangements with the classroom teacher. Birthdays are celebrated during snack time. You are
welcome to sign up for snack that day. Nutritious consideration is also encouraged for birthdays. The
teachers provide paper birthday crowns, candles and songs.
TOYS OR ELECTRONIC DEVICES FROM HOME
Children are not allowed to bring toys or electronic devices from home.
Exception: Teachers designate “sharing days” when children may bring items from home. Teachers
designate the appropriate contents of the “share bag”. If necessary, Room 1 students may begin their
preschool experience by bringing a comforting toy that helps them in the transition from home to school.
13
This toy will remain in the child’s cubby. We appreciate your cooperation in this matter as it ensures a
much smoother day.
The following are never allowed at school – guns, swords, war toys, or other toys of destruction.
These types of toys stimulate non-constructive, aggressive play. We provide activities that allow the child
to vent aggression in constructive ways.
CARPOOLS
Carpools must be registered in the office. The school directory is available in October to assist
families in locating each other to form a carpool. Carpools must comply with legal seat belt regulations.
There must be sufficient seat belts and/or car seats as needed to comply with the law. Carpool drivers
must have adequate insurance. Drivers must be on time to pick up all the students and, to avoid any
unnecessary confusion or insecurity, children should be aware of who will take him or her home.
FIELD TRIPS
All field trip and safety regulations apply to adults participating in transportation for fieldtrips or class
trips. Each driver must have a valid California driver’s license, required insurance, legal seatbelts and/or
car seats. Drivers must obey all traffic laws. Drivers should not make any stops not requested by the
teacher.
A field trip liability release form must be on file for any student participating.
HOLIDAYS
El Montecito Early School is a Christian, developmentally-based school, which is respectful of all faith
systems. We believe that children and students in the early childhood years are developing a foundation
of knowledge that will help them make decisions as they grow. Because they have a limited
understanding of the concept of life, they sometimes struggle with reality and fantasy. We have chosen
to celebrate some holidays with an alternate emphasis.
FALL FESTIVAL
El Montecito Early School celebrates the bounty of FALL with a festival instead of celebrating Halloween.
The history of Halloween stems from a tradition of Satan worship and can be confusing and frightful to
young children. We have chosen to celebrate a positive alternative. The children parade around the
school and have special classroom snacks. We encourage all parents join us as we have a very fun, safe
and happy celebration.
THANKSGIVING
The emphasis of this season is sharing and developing a grateful heart. Each classroom has seasonal
projects and many celebrate with cooking and/or preparation of an elaborate snack of traditional
Thanksgiving dinner fare.
14
We choose to dedicate some time and treasure during the “giving” season to think about others less
fortunate than ourselves.
Our school families have the opportunity to participate in several giving opportunities during the course of
the year to show our care for those less-fortunate. El Montecito Presbyterian Church has a “sister”
church in Mexico, which gives us opportunity for giving. Currently, we are extremely involved with several
local organizations, such as Unity Shoppe and Story Teller, Food Bank of Santa Barbara and the Teddy
Bear Cancer Foundation.
CHRISTMAS
As a Christian school, we delight in providing a season of celebration focusing on Jesus’ birthday. Our
programs center on the Biblical account of the first Christmas and the historical retelling of the arrival of
our Savior. Christmas at El Montecito Early School always includes our annual Christmas program
starring your children!
VALENTINE’S DAY
Valentines celebrations include individual classroom parties when we highlight love for our families and
friends.
SAINT PATRICK’S DAY
Another great excuse for a classroom party!
MOTHERS’ DAY
This is a very special day at our school. We celebrate motherhood in a big way, with a very special
Chapel for mothers, followed by a Teddy Bear Tea, organized by an amazing group of women from El
Montecito Presbyterian Church.
EASTER
This is a time of “new life”. We rejoice in chapel and in classrooms by celebrating Christ’s resurrection.
Teachers will keep families well-apprised of all upcoming events.
PRESCHOOL CURRICULUM AND ACTIVITIES
Curriculum varies from class to class according to developmental needs. Each classroom incorporates
motor development, creative art, music, stories, dramatic play, concept games, cooking and field trips.

Room 1: is where preschool begins. It is a safe place to formally engage in learning without
mom and dad. It is a place to learn about using words to express feelings while safely
understanding peer relationships. It is also a time of transition from parallel play into interactive
play. We believe this foundational year establishes a life pattern.

Room 2: is a year of transition that allows either a “beginning” for the slightly older child, or an
extra year for the developmentally young child. This is a wonderful opportunity for growth and
play through readiness activities

Pre-K/Room 3: is the final year before kindergarten. This is a stretching year of expanded
emphasis on kindergarten-readiness skills. The curriculum includes a pre-reading program,
formal introduction to numbers, extended experiences in all developmental growth areas through
classroom theme and fieldtrips.
Motor development is the use of both large and small muscles. Small muscles are stimulated by
manipulative activities, play dough, scissor use, painting, puzzles, games and various art activities. Large
muscles are stimulated by vigorous outdoor activities. These include large play equipment, swings, ball
15
play, ladders and slides, wheel toys, running, climbing, crawling, jumping, building with large blocks,
digging, and wood-working. Some of these, of course, overlap. Motor development is further enhanced
with a special direction in creative movement.
Creative art is expressed in a variety of ways. There are a number of conventional and unconventional
methods of painting, use of clay, play dough, collage, cutting, and sewing that are included in our art
curriculum. Art is an area where the process is the most important achievement – not the product. It is
important to show your praise of the children’s process by saying “How did you make that painting?”
rather than “What is it?”
Music is used during classroom time, chapel, and motor development activities. Besides singing, music
is enhanced with the piano, audio, and other musical and rhythm instruments.
Stories are incorporated multiple times daily. They are “read,” told or acted out by the children, as well
as the teachers. Flannel graphs, audio, listening centers, puppets, and books frequent story time.
Dramatic play is also present throughout the day. You’ll find characters, stories, and situations
illustrated in the dress-up and housekeeping corner, block or floor play area, sand box, and just about
anywhere you look!
Concept games are often used at the appropriate age levels to develop pre-reading skills and to learn
concepts.
A wide range of pre-mathematics skills is introduced using real-life experiences and
manipulatives.
Science starts with curiosity. It is experienced through observation and interaction with plants, insects,
animals, sensory experiences, cause and effect relationships, magnets, gears, screws, and
weather/season awareness. It is enhanced by field trips.
Cooking involves any food experience from spreading peanut butter on crackers to cooking a meal.
Often teachers will provide a project that involves baking, stirring, or putting together foods for a snack.
We will take allergies in to account and appreciate your letting us know of anything that affects your child.
Field trips are fun at all age levels. It may be a walk to the park or fire station, a trip to the beach,
museum, or any wonderful opportunity our community has to offer.
HALF DAY AND FULL DAY PROGRAMS
Half Day is a delightful part of the preschool day on Mondays, Tuesdays, Wednesdays, Thursdays and
Fridays. The pick-up time for Half Day students is 12:45 p.m.
The Half Day program requires;
 A nutritional lunch brought from home (no candy please)
 A complete change of clothes (labeled and in a zip-lock bag)
Full Day allows the preschool children to stay until 2:45 p.m. Full Day children have the opportunity to
interact with teachers and children other than those in their morning classes. Full Day activities include a
daily rest period.
Full Day classrooms are assigned after the morning class lists are determined. Children may nap in
different rooms than the morning classroom assignments. Please return to your child’s morning
classroom to sign out before taking him home.
The Full Day program requires:
 School mat cover for the napping time:
We also recommend that your child choose one, small snuggly for naptime, as it may
help her feel more comfortable.
16
PRESCHOOL CLASSROOM GOALS
ROOM 1
Classroom Goals
1. To provide a comfortable, happy and loving school experience
 Maintain a regular, secure routine
 Balance structure with free play
2. To provide an environment where the children have exposure to many varied experiences
3. To provide a setting conducive to development of good relationships with peers and adults
 Nurture verbal skills and self-expression
 Nurture positive interaction
4. To create an atmosphere that nurtures self esteem
Praise positive qualities and good work
Encourage independence
Encourage sequential logic and the ability to follow directions
5. To promote the development of thinking and listening skills
6. To encourage spiritual awareness, self-respect and regard for others
Room 2
Classroom Goals
1. To provide a safe, comfortable, consistent, happy, and loving school experience
 Maintain a regular, secure routine
 Provide consistent structure and enrichment
 Nurture learning in exciting, positive ways
2. To provide an inviting environment where children will have exposure to a variety of enriching
experiences
 Introduce art, dramatic play, literature, music, small and large motor development
 Introduce such concepts as numbers, letters and sounds, matching, and language skills
along with early computer exposure
3. To provide a setting conducive to the development of positive relationships with peers and adults
 Nurture verbal skills and self expression
 Nurture positive interaction and cooperation
 Enhance problem solving skills
 Praise positive qualities and actions
 Encourage independence and self-sufficiency and making choices
 Formally introduce numbers, letters and the computer
 Encourage spiritual awareness, self-respect and regard for others
PRE-KINDERGARTEN – ROOM 3
Pre-K-Room 3 is the final year before kindergarten. This is a stretching year of expanded emphasis on
kindergarten-readiness skills. The curriculum includes a pre-reading program, formal introduction to
numbers, extended experiences in all developmental growth areas and classroom themes, introduction
and fieldtrips. Our curriculum specialists are well-versed and we work well with local elementary schools,
public and private, to ensure that our students enter Kindergarten extremely well-prepared.
Classroom Goals
1. Emotional
 To provide a secure, loving environment and to encourage self-esteem
 To help students understand the consequences of actions and how to address problems directly
and
fairly
 To encourage appropriate levels of independence
2. Social
 To enable students to know what it means to be a member of a group, and to gain a sense for the
responsibilities of leadership
 To provide suitable classroom routines and playground boundaries
17
 To promote safety inside and outside of the classroom
3. Cognitive
 To introduce number concepts
 To enable reading readiness
 To help students develop thinking, listening and language skills
 To provide sequential and cause/effect activities, and promote the understanding of matching and
grouping
 To provide activities that will help children develop fine motor skills
 To introduce science and multicultural experiences
4. Spiritual
 To encourage an understanding of God
 To promote caring about self and others as a part of God’s creation
5. Physical and Motor Development
 To promote the development of small and large muscles through a variety of activities
 To encourage creative self-expression, willingness to try all activities, follow directions and take
turns
 To enable students to have fun and feel freedom without pressure from other children
 To promote appropriate maturational development
GOALS FOR KINDERGARTEN READINESS
Expectations for pre-kindergarten children…
 To transition from one activity to another with minimal amount of notice
 To be able to stay focused in a group setting for at least 15 minutes at a time
 To have an interest in, but not necessarily a full knowledge of, numbers and letters
 To have a willingness to try new tasks
 To be able to recall specific story details
 To be able to follow sequential directions
DAILY SCHEDULE
Each classroom teacher will set her schedule for the class and will publish this for families. Chapel for the
entire school is on Wednesdays at 11:40-12:00 and we welcome your attendance.
DEVELOPMENTAL STAGES
Developmental Stages
Developmental readiness is an important aspect of each child’s educational experience. At El Montecito
we feel strongly that you, as a parent, need a clear understanding of the developmental stages your child
will experience. Armed with this knowledge, you can more readily identify your child’s needs.
It’s important to recognize that children move through identifiable behavior cycles about every six months.
They experience alternating periods of disequilibrium and peacefulness. During these periods, children
are actively experimenting with their surrounding world. It is reassuring to know that the turbulence of
disequilibrium is a natural time of stretching and growth.
The following information is based on notes taken from the book, “THE GESELL INSTITUTE’S CHILD
FROM ONE TO SIX” by Bates/Gillespie, Haines and Ilg.
TWO YEARS OLD
A two-year-old may be described as gentle, docile, conforming, considerate and full of good will. A twoyear-old is usually willing to conform to demands. He/she is cooperative, calm, and in a stage of
equilibrium. The two-year-old begins to dress independently and begins to exhibit parallel play.
18
TWO AND 1/2 YEARS OLD
Life is hard and composed of opposite extremes. This child wants to do one thing and immediately wants
to do something else. He/she is demanding, rigid and ritualistic, full of opposition and negativism.
He/she is beginning to interact but wants whatever is not available. Cooperation and sharing are not a
part of this child’s current temperament. Therefore, the coping techniques used are hitting, grabbing, and
pushing. This child responds well to: “You can have it when the other child is through.” or “What else
could you use?” Much adult supervision and intervention is needed.
THREE YEARS OLD
This is another stage of equilibrium where the child may be described as delightful, happy, sharing,
comfortable and willing to conform. This child is beginning interpersonal relationships. He/she obeys and
is pleased to do so because life is easy and serene.
THREE AND A HALF YEARS OLD
The child in this stage has trouble with almost everyone else around. Life is difficult. The child feels
insecure and needs to have his/her own way. The three-and-a-half-year old is inward-turning, insecure,
anxious, determined and self-willed. This is a stage of disequilibrium. The three-and-a-half-year-old is
less coordinated than the three-year-old and may stumble and fall easily. He/she may have a trembling
hand because of insecurity. This child’s chief battle is with mom.
FOUR YEARS OLD
This is a stage of equilibrium commonly described as the wild and wonderful time of life. The four-year-old
is self assured and may boast and brag often. He/she can be “out-of-bounds” but welcomes the
boundaries that should be set by the adults in control of his/her life. This child may spit, hit, kick and use
profanity; whatever will elicit a response from the caring adult. He/she will probably try lying, along with
trying whatever else seems new and exciting. He/she is adaptive and may use words just to have fun
with them.
The four-year-old enjoys challenging the powerful adult but can be positive, enthusiastic, and
appreciative. He/she is very influenced by other children.
FOUR AND A HALF YEARS OLD
This is another stage of disequilibrium where exuberance is the word and expansion is the plan. This
child only knows who he/she is by the events of the day. This child has a very strong interest in what is
“real.” He/She loves to gather new information and skills and can stay on task well. His/her play is less
wild than the four-year-old, and this child can stand frustration.
(FOUR AND A HALF YEARS OLD, continued) Emotionally this child may be puzzling to adults because
laughter and tears may be quick to follow each other. He/she is more difficult to humor than the fouryear-old. This child truly appreciates prayer, which can help the nighttime fears he/she may be
experiencing. The four-and-a-half year-old is highly unpredictable.
FIVE YEARS OLD
This is a time of calm temperance, and pulled-in, close-to-home behavior. This child is usually quieter
and conforms to the adults in their lives. his/her life. Mom is the center of existence and he/she wants to
please and obey her. He/she loves the boundaries set because he/she wants to be good. The five-yearold prefers his/her own home yard. In Kindergarten, he/she will only attempt what brings a sense of
security and can be achieved.
This is a time of expansion intellectually. The five-year-old loves to talk and language is very meaningful.
This child has great difficulty with fantasy and reality. Frightening dreams are frequent and he/she may
awake crying or screaming. It is a time of good days and bad nights.
FIVE AND A HALF YEARS OLD
This child can be hesitant, dawdling, indecisive or over-demanding and explosive. This child may exhibit
polar behaviors, exhibiting both shyness and boldness or affection and antagonism in a very short
19
timeframe. What you want him/her to do often does not get done. There may be tantrums. This is a
break-up stage. Colds, headaches, stomachaches and earaches may occur. Tension outlets may also
occur such as chewing and biting.
SIX, SEVEN AND EIGHT YEARS OLD
Researchers, describe these as the “middle years.” The child that is six, seven or eight years old is
industrious, creative, competitive (with self and others) and are “ready” to learn and be challenged.
He/she has moved from being primarily concerned about the “process,” into being product oriented.
Therefore, parents and teachers alike must emphasize achieving, sportsmanship and self-challenges
rather than concentrating on “winning.” Each child’s interests and abilities need to be discovered and
emphasized to continue to develop healthy self-esteem (the foundation for solid progress).
Interaction with peers has become a priority along with the importance of friendships and time alone.
Clubs are valuable, as “belonging” becomes important, accompanied by rules providing security in their
environment. Rules, though important, should be simple and consistent. Opportunities should be given
to make things, and adults should be facilitators enabling this child to accomplish goals.
The developmental stages of growth begin to stabilize through the growth and changes of 9-12 year olds.
Please refer to the specific grades for additional information about these preadolescent years.
PHILOSOPHY OF GUIDANCE
Disciple is the root of the word, Discipline. In its broadest sense, discipline refers to
systematic instruction given to a disciple. A disciple is one who embraces the teachings
of another. To discipline, therefore, means to instruct a person to follow a particular
code of conduct. Our children are our disciples. Usually, the phrase, ‘to discipline’
carries a negative connotation, however; before we move away from this terminology, I
believe that there is value in exploring the relationship between discipline and our
disciples.
Our Philosophy of Guidance is one that is based on trust, dependability and strong,
positive relationships with each child.
In the field of child development, guidance refers to methods of modeling character and
of teaching self-control and acceptable behavior (e.g. teaching a child to wash her/his
hands before meals). Here, “washing hands before meals” is a particular pattern of
behavior, and the child is being guided to adopt that pattern.
For those methods to be effective, we must be proactive. We strive to engage children
with activities that are both stimulating and age-appropriate, within a loving
environment. We strive to meet the needs of children with complete understanding.
We spend “time in” with the children to understand the reason behind undesirable
behaviors.
The importance of role modeling is critical. A child is guided through role modeling with
relationships as well as through literature and the media. We must be active role
models in word and action to each other and to the children who you have entrusted to
our care.
20
We must coach and empower children, giving them tools for success in present and
future relationships. Children need to be given words to label their feelings and then the
appropriate responses. We must build their word bank through in-the-moment learning
as well as through preventive approaches. Role playing with dolls, puppets and
literature is and effective means to that end.
We see unpleasant situations as leaning experiences. We desire to empower children
and to aid them in making right choices. Preschool is the time to lay down a strong
foundation to work out social interactions and this is a life-long journey. We are all
works in progress.
We believe in consistency implemented in a kind, yet firm, approach—the ‘velvet
hammer’, as it were. Children must experience reasonable consequences for their
actions, yet they should never be shamed. In our model of guidance, as well as in our
personal lives, the focus is GRACE. Grace is refreshing and creates a climate for true,
long-lasting learning.
We have high and lofty goals and standards. We work together as a prayerful and
collaborative staff. We see ourselves as partners with parents. We know and utilize the
resources in our community.
We encourage you, if you have not already done so, to establish your own personal
philosophy of guidance for your family.
LONG RANGE GOALS FOR CHILDREN
-To develop internal controls/self control.
-To develop a sense of responsibility for self and others.
-To gain awareness that there are consequences for behavior.
-To assume self-protection, not to become a victim.
-To learn to express feelings (anger, frustration, impatience, etc.).
-To maintain respect for self and others.
-To develop a strong sense of self.
TEACHER GUIDELINES FOR GUIDANCE
-To reinforce acceptable behavior with positive comments or actions.
-To model the behavior expected from children.
-To acknowledge the child’s feelings.
-To verbalize what is happening. Describe the situation and what people may be feeling.
-To set limits and clear expectations. Strive for consistency with other adults in this area.
-To help children understand the implications of “natural consequences”.
-To ease tension with humor.
-To provide acceptable options to replace inappropriate behavior.
-To encourage children to see their strengths as well as their weaknesses.
-To restrain children only if they exhibit dangerous, harmful or destructive behavior and if necessary,
remove the child from the group but never leave them alone.
-To refrain from ever using corporal punishment (spanking). Physical, emotional and verbal abuses are
against the law.
PROCEDURE FOR DEALING WITH INAPPROPRIATE BEHAVIORS
-To stop the behavior.
-To explain why the behavior is inappropriate.
-To state appropriate behavior.
21
-To expect resistance and acknowledge the child’s feelings.
-To follow through with consequences.
-To address consistent abusive behavior with teachers and administrators to determine further actions to
be taken. These actions may include: parent conferences, consultation with a psychologist, family
counseling, or removal from the program.
The goal is to create an environment that is safe for children, staff and parents.
El Montecito Early School will not tolerate:
Physical abuse of self or others: hitting, biting, pushing, kicking, pinching, scratching, slapping or pulling
of hair.
Emotional abuse of self or others: name calling, teasing, swearing, intimidating, or threatening.
If your child bites, she or he will be sent home at once.
We hope that this information is helpful. Please feel free to contact us with any questions or need for
clarification.
God bless you.
El Montecito Early School
Suzy Dobreski, Director
22