UNDERMOUNTAIN CHILD CARE

PARENT HANDBOOK

Berkshire School Sheffield, MA 01257

413-229-3010

Updated 7/2012

Undermountain Child Care serves children 8 weeks through 8 years of age. The infant/toddler classrooms serve children 8 weeks to 2.9 years of age. A staff-to-child ratio of 1:3 for infants and 1:4 for toddlers is maintained in the infant/toddler classrooms, with a maximum of 9 children in the classroom per session. The preschool classroom serves children from 2.9 years to 8 years of age. A staff-to-child ratio of 1:10 is maintained in the preschool classroom with a maximum of 20 children in the classroom.

Undermountain Child Care’s mission is to provide excellent quality early care and education to the children of the families we serve. UMCC offers a warm, safe, and nurturing home-like environment that encourages independence and self-respect, as well as sensitivity to and awareness of others. Program goals and curriculum have been developed to promote the emotional, social, cognitive, and physical development of each child. The goals and curriculum have been developed based on our philosophy that each child is a unique individual with a variety of interests, needs, and abilities. Through daily activities infants, toddlers, preschoolers, and school-age children will be provided with extensive opportunities to explore their surroundings and to grow and develop to their maximum individual potential at their own rate. Using the program goals and curriculum as a framework and with an understanding of the needs of the individual child, each classroom teaching team is responsible for writing and implementing lesson plans to guide their daily activities. These plans include a:

• balance of quiet and active activities.

• balance of child-initiated activities and teacher-directed activities.

• variety of activities that motivate children to explore and learn through their play.

• regular balance of sensory, creative expression in art, science, music, large and fine motor,

number, language, dramatic play, health/safety, technology, and social studies activities. Activities promoting children’s awareness of health, safety, cooking, and nutrition are also planned.

• variety of activities to foster children’s appreciation and respect for cultural differences.

The curriculum is implemented in a manner that reflects responsiveness to family home values, beliefs, experiences, and language. UMCC’s curriculum goals guide teachers’  ongoing assessment of children’s progress that supports individualized learning, and guides the development of a daily schedule that is predictable yet flexible and responsive to the individual needs of the children. The schedule provides time and support to transitions, includes both indoor and outdoor experiences, and is responsive to a child’s need to rest or to be active.

Classroom Activities

Upon entering the classrooms, parents will notice children exploring various learning activities and interest areas. The contents of some areas change daily, weekly, or monthly, challenging the children and keeping life interesting. Parents will see materials with which to create, not worksheets to be colored. Materials are rich in variety and are rotated frequently to reflect changing curriculum and to accommodate new interests and skill levels. Parents will hear the teachers talking with children

respectfully and appropriately, not talking at them with disregard. Parents will see the teachers listening attentively to what children have to say. Parents will observe opportunities for the children to discuss, relate to, compare with, match, try out, invent, fit into, discover, and enjoy; not dull, complicated, and abstract activities that young children cannot comprehend or apply in real life. A typical day for each child involves times that are busy, creative, quiet, messy, social, noisy, and playful – times to be a child. The open-ended activities at UMCC allow children to express feelings, make choices, and develop intellectual and creative abilities while staying within the limits of consideration for other people and things. Throughout the day, teaching staff actively seeks out children’s ideas and discern how they understand by observing, talking with, and listening to them.

Outdoor Play – Basic Part of the Curriculum for all Children Children attending UMCC go outside every day unless the weather is severe. Outdoor play is considered a basic part of UMCC’s curriculum for all children attending the program (infants through after-school). It is UMCC’s policy that if your child is not well enough to play outdoors, then he/she is not well enough to attend the center. It is not possible for us to provide the individual 1-to-1 attention a sick child requires in order to keep him/her inside. Fresh air and exercise are important to keep young children healthy. Children thoroughly enjoy the outdoors when dressed warmly.

Outdoor Clothing – Being Prepared Every Day

Please make sure your child is prepared each and every day with the appropriate outdoor clothing. It is challenging for a child when he/she is without appropriate outdoor clothing. While UMCC maintains a collection of available extra clothing, it can result in the child feeling distraught wearing unknown clothing and the group feeling uncomfortable waiting in their outdoor gear for appropriate clothing to be found. Please make sure your child has all the necessary outdoor clothing each day to avoid this situation.

Hand Washing – Required Upon Arrival

Parents, teachers, and children are required to wash their hands upon arriving in the classrooms. Parents are asked to assist their children in washing their hands upon arrival in the classroom and before beginning play or the morning routine. UMMC makes this request of all children and parents in order to be in compliance with QRIS, a new quality rating system instituted by the Department of Early Education and Care.

Removal of Wet/Muddy Footwear in the Spring/Winter – Upon Entering Infant/Toddler/Preschool Classrooms

To ensure cleaner floors, infants, toddlers, preschoolers and all adults are asked to remove footwear upon entering the infant/toddler classrooms. Children are asked to wear comfortable, clean footwear inside the classrooms. Inside footwear is to be left in the children’s cubbies for daily use. Children are not permitted to wear just socks or bare feet. Teachers, too, wear “house” shoes while in the classrooms. Adults are asked to remove footwear before entering the classrooms. Bare feet, however, are not permitted. Adults must wear socks or stockings when entering the classrooms.

What to Wear: All Children

At UMCC children are involved in “messy” activities including finger painting, water play, gluing, and sandbox play daily. Children should wear sturdy, washable clothing suitable for play. Please do not send your child in special clothes that take the risk of being ruined during play. Please do not send your child in clothes with drawstrings, to avoid strangulation. Shoes and sneakers are preferred over sandals, clogs, flip-flops, crocs or cowboy boots. Extra dry clothes are also needed. Please be sure your child has at least one complete change of clothes marked with his/her name at UMCC in his/her cubby. Check your child’s cubby regularly to see that his/her has extra clothes fit and are appropriate for the season. We play outside daily, weather permitting, so please send your child prepared for outdoor play. Dress children for weather, as outdoor play is an important part of our program. Please, no flip-flops, slide–in type sandals or Crocs. We discourage dress shoes or party shoes as they are not appropriate footwear for playground play. Sport sandals with ankle straps are permitted.

What Not to Bring: All Children – No Toys From Home

Parents are asked to ensure that children DO NOT bring toys from home to UMCC. Not all toys from home are age-appropriate and safe for the classroom. (A toddler toy might be too small and pose a choking hazard for an infant.) Toys that school-age children bring to public school and then to UMCC must be kept in children’s cubbies. It is difficult for teachers to keep track of toys brought from home and pieces of “special, favorite” toys may get lost or broken. Children have a difficult time sharing toys from home, disrupting classroom operations. All toys and materials at UMCC have been chosen for their educational potential, durability, and safety. Children may bring in special security objects such as a blanket or stuffed animal to aid transition from home and that are used at naptime. However no stuffed toys or other soft items are permitted in cribs with infants younger than one year of age. Favorite books may be brought to share at story time. UMCC discourages violent, aggressive play, and fosters and supports cooperative play in a nurturing environment. There are no toy guns or toy weapons at UMCC.

Parent and Teaching Team Communication An open, cooperative partnership between parents and staff is vital to providing your child with a quality child care experience. UMCC teaching teams and parents should keep in touch with each other to ensure consistent care between home and school. No detail is insignificant if it helps the teaching team to better understand your child. Parents are encouraged to keep the teaching team informed of changes and events at home (new words, new activities, changes in daily routines or sleep patterns, changes in parent schedules, etc.) UMCC is your child’s school. The teaching teams encourage parent input and values collaborative relationships with parents. UMCC welcomes parent participation and support. Teachers are always eager for constructive feedback and suggestions.

Undermountain Child Care Center 2012-2013

Tuition

There will be two enrollment options for parents of infants through preschool age children. One that would provide full year child care for those parents who need that and a second option that would provide child care during the Berkshire School year. Full Year Day Care: Parents would enter into a contract for 47 weeks of care and would be required to pay for 47 weeks at the full year rate. This would allow parents to take their child out of child care for two weeks of vacation (to be determined by the parent) with no charge for those weeks.

Year Round Rates Weekly Total for 47 weeks Infant 240.00 11,280 Toddler 223.00 10,481 Preschool 202.50 9517.50

Berkshire School Year: Parents would enter into a contract for 35 weeks of care and would be required to pay for 35 weeks at the School Year rate. This would provide child care service for children at times when Berkshire School is in session (faculty work schedule), but not over school holidays such as Thanksgiving, Winter Break, and Spring Break. Parents electing this option would be accepting a specific schedule which would be designated on their contract.

School Year Rates Weekly Total for 35 weeks Infant 290.00 10,150.00 Toddler 272.00 9520.00 Preschool 252.00 8820.00

We would be able to provide parents who elect the School Year option with additional weeks of care, provided space is available at the Full Year Weekly Rates. After School: Parents would enter into a contract for either 38 weeks (no Feb/Apr vacation weeks) or 40 weeks (Feb/Apr vacation weeks) at the after school/preschool rate. This would provide child care services for school age children each day after school, ½ days and on whole days when SBRSD is closed. Snow days are the responsibility of the parents. Parents electing this option would be accepting a specified schedule which would be designated on their contract. $70.00 per week $202.50 for Feb/Apr vacation weeks Total: $3289.00—39 weeks

$70.00 per week Total: $2884.00—37 weeks

INFANT/TODDLER PROGRAM

8 weeks-2 years 9 months old Infant Daily Schedule

7:30: Welcome and Greetings 8:30: Hand washing/morning snack

9:00: Art project or sensory activity 9:30 Diapering/ hand washing 10:00 Nap (for the younger children) stories/manipulatives for older children

10:30 Playground time/walk 11:00-11:15 hand washing/lunch 11:30 Diapering/hand washing 12:00 Nap 2:00 Diapering/hand washing/snack 2:30 Music & movement/stories/finger plays 3:00 Playground time/walk 3:30 Diapering/hand washing

5:00 Close for the day

Toddler Daily Schedule 7:30-8:30: Welcome/free play/select manipulatives

8:30-9:00: Diapers/hand wash/stories 9:00-9:30: Pick up toys/hand washing/snack

9:30-9:45: Circle time 9:45-10:45: Buggy ride/outside playtime 10:45-11:15: Arts and crafts/block room 11:15-11:45: Group activities/diapers/hand washing 11:45-12:15: Lunch 12:15-2:15: Rest 2:15-2:45: Wake up/diapers/hand washing 2:45-3:15: Snack 3:15-3:30: Discovery 3:30-5:00: Outside playtime

Other activities, such as coloring, painting, songs, finger plays, water or sand table play occur during the day. Each day varies according to the needs of the children and the weather.

Belongings and Supplies Each child will have a bin for the storage of diapers and wipes, as well as a few extra sets of clothing. Each child will also be assigned two hooks for their belongings. Please remember that when we send dirty clothes home they need to be replaced as soon as possible. What you will need to bring for your infant:

• Three complete changes of clothing, including t-shirts/onesies and socks • Blanket and/or “lovey” • Pacifiers if used by your child • Enough diapers and wipes to last a week • Diaper ointment, if needed, with signed permission slip • Tooth brush (if your child has teeth) with signed permission slip • Cloths for burping, if used (3-4) • Sippy cup • Already prepared bottles for a day’s feeding (to be placed in refrigerator), labeled with baby’s name—

www.bumpyname.com website for bottle labels • Food for lunch and snacks—stored in a lunch box with ice packs. Please no glass containers. • Drinks for snacks and lunch • Hats, mittens, warm clothing for outside rides in the stroller in cool weather • Sunscreen/insect repellent with signed permission slip • Photos of your family

Please remember:

• Drop off—Please note that for the safety of all our infants we ask that you drop off older siblings in their respective classrooms first.

• Pick up—Once again due to the safety of the other infants, please pick up your infant first.

• Check your child’s supplies weekly and replenish as needed. • Blankets/sheets will go home weekly to be washed. • Please label all of your child’s belongings with his/her name.

Food Each day your child will need a lunch, snacks and beverages. Please make sure all foods and containers are marked with your child’s name or initials.

• Please send enough prepared bottles or juice for the entire day. We do not re-heat bottles. • Please make sure that foods are cut up into small, bite size pieces to avoid choking, especially grapes

and hot dogs. • Foods should be sent in the way you would like it served (i.e. peeled, cut-up, etc.) • We can heat up foods, but they must be sent in a container suitable for a microwave oven. • Please try new foods at home first to avoid allergic reactions. • Occasionally parents send in treats for birthdays and holidays. Please send in a note for our files if you

would rather your child not have sweets. Let your child’s teacher know beforehand if you are bringing treats.

Some Suggested Finger Foods for Babies Sliced fresh fruit (skins and pits removed) Low salt cracker Grapes (cut into quarters) Cheese slices or cubes Soft vegetables cut into small pieces Cottage cheese Mashed potatoes Yogurt Rice or pasta Macaroni and cheese Sugar free cereals Soups Breads and toast Small cubes of soft meat, chicken or fish Rice cakes Waffles Foods to Avoid High sugar foods Whole or circular pieces of hot dogs Thickly spread peanut butter Nuts Whole grapes Popcorn Honey Infant/Toddler Curriculum Fostering Attachments One of the most important goals of an infant/toddler curriculum is to help children foster secure attachments to their teachers. Through consistent care and loving attention to the infant’s needs, teachers develop warm relationships with the children. This attachment happens through play, diapering time and most importantly during feedings. Children, who feel safe and well cared for, find it easier to endure separation from their parents, feel secure in exploring the classroom and are successful in developing peer relationships. Our educators foster the development of attachments by providing high levels of physical and verbal engagement. They provide physical comfort and support, appropriate levels of stimulation, and relate to each child as an individual with his/her own set of needs and capabilities. By promoting strong, caring relationships with the children, the teachers enhance the child care experience for the whole family. Play Infants and toddlers learn primarily through play. As infants and toddlers play with toys, observe the world around them, listen to sounds and interact with caring adults, they are learning. The development of play skills is significantly enhanced by the quality of teacher interactions and the availability of play materials. The curriculum is designed not to “teach” a child directly, but rather to allow opportunities for discovery. Infants and toddlers learn through spontaneous play in which they build an understanding of the world in their own terms and at their own pace. Sensory Experiences Infants and toddlers learn through the use of their senses: sight, sound, smell, taste and touch. They must have direct experiences handling a wide variety of toys and materials to learn important concepts. They also need adults who talk to them and describe what they see, hear, and feel. Many sensory experiences are provided to the children so that they can utilize every part of their bodies to learn about the world in which they live. Exploration Babies need time not only to interact with adults, but also to safely explore the environment on their own. Non-mobile children are placed in an area where they are safe, but can have visibility as well as opportunities to move their bodies and to handle and mouth toys. Walkers and crawlers have the chance to move freely around the room. Concepts that infants discover through these exploratory play experiences provide the basic foundation for future learning.

Development of Motor Skills During this period of tremendous physical growth, an infant’s gross and fine motor skills are also emerging at a rapid pace. Indoor and outdoor opportunities are provided each day to sit, crawl, climb, walk, run and jump. Providing items to manipulate and explore enhances fine motor skills. Development of Motor Skills in Toddlers Physical activity is scheduled daily to give toddlers many opportunities to take part in active, large muscle play such as jumping, running, climbing and riding. Fine motor skills are enhanced by providing opportunities for children to play with blocks, puzzles, markers, and other materials for manipulation. Routine Care Giving Learning also takes place during routine care giving. Diapering, feeding and resting provide time for special one-on-one interactions between baby and teacher. The teacher makes these opportunities a learning experience through the use of eye contact, a smiling face, a pleasant voice and verbal interactions. The interactions that take place during care giving help to expand a child’s language skills, provide opportunities for imitations and socialization, as well as contribute to their sense of self-esteem. Managing Infant Behavior As infants gain more independence, they begin to assert their individuality. We strive to respect and encourage each child’s individuality and emerging autonomy. We encourage exploration and independence. However, any behavior that would affect the children’s safety and well-being is discouraged. We generally use re-direction as a method of managing the behavior of very young children. Babies are moved to a new area of the room and involved in new activities. As children get a little older, teachers discuss with each child why their behavior may be unsafe for them or hurtful to another child and help clarify the limits for acceptable behavior. Managing Toddler Behavior As toddlers gain more independence, they begin to assert their individuality. We strive to respect and encourage each child’s individuality and emerging autonomy. We encourage exploration and independence. However, any behavior, which would affect the children’s safety and well-being, is discouraged. We generally use re-direction as a method of managing the behavior of very young children. Language Acquisition in Toddlers The development of language is a major milestone for the toddler years. Teachers model appropriate language throughout the day through informal conversations during routines and play. Teachers describe activities, events and things that children see in the world around them. They encourage the children to name objects and people. The teachers encourage the child to talk and to “use their words” to resolve difficulties or express desires. Activities such as reading, storytelling, nursery rhymes, finger plays and poems are used to provide rich language experiences. Self Care Activities Attention to personal care is considered to be a learning experience. Meal times are pleasant, social occasions for children. Since toddlers have a strong need for independence, they will be given encouragement to wash, dress, and feed themselves, as well as to undertake other tasks on their own.

Minor Injuries As children become more physically active, they may not always be accomplished in their climbing and balancing skills. Often the child has no fear as he/she explores new places. This means that the child may have more bumps and scrapes than before. Parents will be notified of any accidents through a written injury report. In all instances, children will be cared for and comforted should an incident occur. Safety is always a concern when dealing with infants. Biting Toddlers sometimes bite other children. Biting is considered a normal part of development. Toddlers may bite for a variety of reasons, rarely with the intent to hurt another child. The UMCC teachers take actions following the UMCC behavior guidance plans to reduce the number of biting incidents, largely by trying to prevent or redirect the behavior. If a child is bitten, appropriate first aid is given (usually TLC and an ice pack) and an accident report is completed. Consistent with the UMCC privacy policies, parents are not told the name of the child who bit their child. Parents of the biter are informed and parents and teachers work together in hopes of preventing further incidents of biting. UMCC recognizes that some parents may be distressed when they learn that their child has been bitten; however, UMCC also recognizes that biting is a normal component of child development. Despite the teaching team’s concerted efforts to prevent biting incidents, they are bound to occur. No child in the infant/toddler classrooms is ever excluded from the program because of biting. If biting becomes a constant problem with a particular child, a parent/teacher conference will be scheduled to help resolve the problem. We use preventative measures to minimize the occurrences of biting in our toddler room. Biting may occur for a variety of reasons:

• Oral exploration • Teething • Lack of awareness that biting hurts • Frustration (inability to express themselves verbally) • Hunger or tiredness • Mimicking behavior

To reduce the instance of biting, we use the following procedures:

• Tend to the child who has been bitten, providing comfort and care for the bite. Wounds will be washed with antibacterial soap.

• Firmly explain “biting hurts” to the child who did the biting. • Show empathy toward the hurt child as a model for the biter. • Help the child who bit to find another way to express feelings.

Separation Anxiety As your child grows, he or she will enter different developmental stages of separation. A very young baby may not even seem to notice when you leave. Between the ages of 6-9 months your child may experience “stranger anxiety” where new faces seem to be upsetting. Children in this phase of development are comparing new faces to the ones they are familiar with and express distress when they must stay with someone who is not in their immediate family circle. As your child gains more experience, he or she becomes more adaptable and begins to understand that you will come back. Not all children experience separation anxiety. Some children will happily enter the classroom and adjust quickly. Some will have difficulty for only the first few days. Some children may experience separation anxiety as a delayed reaction a few days, weeks or even months after entering the program.

Often, separation is harder on the parent than it is on the child. Our educators are ready to provide you and your child with needed support and assistance. Here are some suggestions for making the transition easier for you and your child:

• Plan to spend a little time with your child before you have to leave. • Prepare your child; let him/her know when you will be back. • Establish a consistent morning routine. • Establish a good bye routine, such as a kiss good bye or a wave at the window. • Say good-bye and mean it. As tough as it may be, parents must not prolong their good-byes.

Keep it simple and try establishing a ritual, such as two kisses and a hug. Always tell your child you are leaving.

Parent-Teacher Communication Regular written and verbal communication between parents and teacher is important in establishing quality care for the children. We hope to keep most of our communications with families informal, but please remember that drop off, pick up, and meal times can be hectic and it is not always possible to have an involved discussion at those times. During the year, we are always happy to meet with parents and would be willing to schedule a conference time for any type of lengthy discussion. Conference times are also available. Educators will fill out a daily communication form for your child. This information includes your child’s sleep, morning and afternoon routine, mood, and meals. It is also a place for the educators to record supply needs. Please take this form home daily. Please let us know of any concerns you might have about your child’s social or physical developments. We are familiar with all of the community resources and would be happy to direct you towards any services you might need for your child. Any conversations we have regarding your child’s development will be held in the strictest confidence. Written progress reports will be distributed every three months for infants.

PRESCHOOL PROGRAM 2 years 9 months-Kindergarten

Daily Schedule 7:30-8:45 Arrival and Free Play 8:45-9:00 Clean up, Get ready for Morning Meeting 9:00-9:30 Greetings, Calendar, Songs, discuss upcoming day 9:30-9:45 Story, bathroom and wash hands for snack 9:45-10:00 Snack 10:00-10:50 Learning Centers

Based on weekly theme which will include centers such as, Science, family center, sand table, art, water play, manipulatives, quiet center, blocks and gross motor area.

10:50-11:00 Clean up 11:00-11:45 Outside time, walks on campus 11:45-12:00 Story, bathroom and wash hands for lunch 12:00-12:30 Lunch 12:30-12:45 Pack lunches up, bathroom if needed, prepare for rest/quiet time 12:45-1:00 Books at mats 1:00-2:30 Rest time

After 45 minutes, those not sleeping will be involved in quiet activities, such as coloring, puzzles, etc. in the classroom.

2:30-3:00 Project, puzzles, table games, coloring 3:00-3:15 Story, bathroom and wash hands for snack 3:15-3:30 Snack 3:30-5:00 Outside time or inside activities based on the weather.

The above schedule is subject to change. We try to keep the curriculum and schedule centered around the children’s interests. Any changes will be posted daily in the room.

Your child will need to bring:

• A complete change of clothing, labeled with your child’s name. • Pull-ups, wipes, and ointment if your child uses them. • Tooth brush and tooth paste (optional) with signed permission slip. • Lunch (with an ice pack), food options for two snacks a day and 3 drinks. • Foods should be sent in the way you would like it served (i.e. peeled, cut-up, etc.) • Occasionally parents send in treats for birthdays and holidays. Please send in a note for our files if you

would rather your child not have sweets. Let your child’s teacher know beforehand if you are bringing treats.

• Book bag for belongings that fits on a hook on your child’s cubby. • For safety reasons, please bring all your child’s food and beverages in unbreakable containers. • A small blanket, pillow and one special stuffed animal from home for rest time.

o Please store these items in a labeled pillowcase. UMCC will provide a rest mat. Please help us by labeling all of your child’s belongings, including food, and replacing or washing your child’s belongings as needed. Bed linens and blankets will go home on Fridays to be washed.

Separation Anxiety Separation anxiety is a normal behavior, and even healthy for preschoolers according to experts. It is a developmental stage that parents have to work through as well as the preschooler. A child may show distress by becoming apprehensive about entering a new setting, not making eye contact with the teacher or caregiver, clinging to his parent or possibly throwing a temper tantrum. When leaving the room say good bye and mean it. As tough as it may be, parents must not prolong their good-byes. Keep it simple and try establishing a ritual, such as two kisses and a hug. Always tell your child you are leaving. Preschool Curriculum The classroom teachers draw from the children’s interests and experiences in determining the monthly curriculum. They will also offer some well-planned activities that will involve the children in the learning process. The curriculum will offer the following elements:

• A wide array of developmentally appropriate activities. • Learning by playing with real objects and materials. • Meaningful activities reflecting children’s own interests and experiences. • Open ended experiences that allow and encourage children to experiment with materials without having

to find the right answer. • Individual and small group activities more than whole group activities. • Opportunities to make simple choices daily.

Field trips will be arranged as appropriate to the curriculum and dependent upon parent participation. Monthly newsletters will also inform you of our plans. Throughout the entire year we will plan for various trips and activities. We hope each family will also be able to contribute in some way to these ideas. Activities and interactions are designed to develop the child’s self-esteem, autonomy, and positive feelings towards learning. Although there is academic content to the curriculum, the subject areas are always presented in a manner that invites play and exploration and they are geared to the developmental levels of the children. FOOD Mealtimes should be happy and enjoyable for the children. We offer the following suggestions in the hope of developing healthy eating habits for the children in our care. Lunch for young children can be fun, nutritional, and easy for parents to prepare. Most children like “finger foods” (with or without a sandwich) as an alternative to the traditional lunch box meal. Plastic food containers are great for packing fruits and vegetables, cheese, or pieces of meat or chicken. Please make sure all lunch boxes, bags, and containers are labeled. All food should be cut into bite size, easy to swallow pieces and be in unbreakable containers. Cold Sandwiches Ham and cheese Turkey or chicken Tuna Egg salad

Canned Fruit Applesauce Fruit cocktail Peaches Pears Pineapple

Fresh/Dried Fruit Berries, raisins Melons, grapefruit Oranges, fruit salad Apples, pineapple Bananas. Pears Peaches, plums

Vegetables Carrot sticks Celery sticks Cucumber Cherry tomatoes Steamed veggies

Miscellaneous Salad

Breads Whole wheat

Additions Cheese sticks

Foods to Avoid Sweets such as cakes,

Yogurt Cottage cheese Hard boiled egg Chicken drumstick Dinner leftovers

Sprouted Rye Raisin Banana, zucchini Breadsticks Carrot, muffins

Pretzels Crackers Tortilla wraps Cereal Oatmeal Waffles/eggs

doughnuts, candy or soda. Foods containing large amounts of salt and fat.

Behavior Management for Threes and Fours Children who are past the toddler stage demonstrate more mature behavior as well as an increased ability to delay gratification and deal with frustration. They are very motivated to develop relationships with peers and to learn how to play cooperatively. However, the process of developing self-control takes time and three and four year olds still struggle with this issue. There will be times when disagreements occur with peers, adult directions are opposed and tempers flare. This is typical for this age group. Teachers will encourage children to develop self control of their behavior by:

• Allowing children to participate in making some class rules. Children are more likely to adhere to rules generated by the group rather than those that are imposed by adults.

• Verbally recognizing and praising the positive behavior and accomplishments of children. • Reminding children when their behavior is reaching the outer boundaries of acceptability and helping

them to find ways of changing it. • Modeling respectful and considerate behavior toward others. • Encouraging children to verbalize feelings/desires to others, rather than reacting physically. • Instilling in children the confidence to deal with problems independently. If adult intervention is

required, calmly discussing the issue with the child at their level of understanding and offering alternatives for dealing with the problem usually helps to resolve the issue.

• On occasion, a child loses control to the point where he/she needs to be removed from a particular situation. In such instances, the classroom teacher will calmly explain to the child that their behavior is unacceptable, prevent them from engaging in destructive or harmful behavior and stay with them, providing support until self control is regained. Then they offer choices of other activities in which the child can participate after the incident.

Parent Communication The classroom teachers will write a monthly newsletter that describes the month’s events and projects. It may also contain information about upcoming events. These letters will be in each child’s cubby or mailbox. Parent-Teacher conferences are available at the parents request or the request of the classroom teacher. You are encouraged to avail yourself of the uninterrupted time to discuss your child’s development. All information discussed is held in the strictest confidence. You may feel free to call or email the teachers or the Director at any other time if you have any immediate concerns. Please try to refrain from discussing concerns at drop-off and pick-up times. These are not convenient times for the teachers that must attend to the children’s needs. If you make an appointment, the teacher can give you their complete attention. Written progress reports will be distributed at least 2 times a year for preschoolers. .

AFTER SCHOOL PROGRAM

Daily Schedule 3:00 Children arrive on the bus—UMCC teachers will pick them up 3:15 Snack 3:30 Homework time/board games/puzzles 3:50 Outside time or inside activities based on the weather 5:00 Program ends for the day Your child will need to bring: • A complete change of clothing, labeled with your child’s name. • Snack for the afternoon and a drink. • Lunch (with an ice pack), food options for two snacks a day and 3 drinks. (If here for a full day option) • A small blanket, pillow and one special stuffed animal from home for rest time. (If here for a full day option) HOMEWORK **Each family may request that some of their child’s time be spent doing homework. A period of time will be set aside for this purpose and a teacher will be available to assist in this as needed. CURRICULUM The after school curriculum reflects the child’s need to relax and have opportunities to make choices following a long, structured school day. There will be an emphasis on working cooperatively to make decisions and to solve problems. Being a role model in the preschool based classroom will also be emphasized and encouraged. Written progress reports will be distributed in February for children attending the after school program. Notifying School-age Classroom of Child’s Absence Parents are required to inform the director by 11:00 am each day that their child will be absent. This telephone call is critical to avoid unnecessary teacher panic at the bus stop when a child for whom UMCC is responsible does not get off the bus.

Policies and Procedures Parent Visits and Input Parents, guardians and other family members are welcome and encouraged to visit the program at any time. We encourage active parental involvement in the classroom and would greatly appreciate any talents you would like to share with the children. Please let the classroom teachers know if you have some time to share in this matter. Parental input is always welcome. Your comments and ideas are crucial to our continued development and success. Please feel free to share your thoughts with the classroom teachers and the Director. Volunteers

• We always welcome volunteers, such as Berkshire school students, grandparents, or any other family members to assist at the center in their free time. It is a great experience for both the children and the volunteer. All volunteers will remain under direct visual supervision of a qualified educator at all times.

• Volunteers will be given proper orientation and training of program policies and regulations as well as be in compliance with EEC background record check regulations.

• Responsibilities of volunteers will be agreed upon prior to hours of service. A record of dates and hours of service will be kept in each volunteers file.

Transitions

Children will visit their upcoming classroom at least for a week prior to being there full time. The children will visit at different times throughout the days in the week prior to experience the new schedule and get acquainted with the new routine.

Parents will be given the opportunity to meet with their child’s new teacher to discuss the smooth transition from one classroom to the next.

Children moving from preschool to early kindergarten or kindergarten @ The Southern Berkshire Regional School District will take part in “move-up” day in June at the elementary school. A preschool teacher and the director will accompany the children.

Current teachers will share past reports with the child’s upcoming teachers with written parent permission.

Multi-Cultural Program UMCC program emphasizes a respect for cultural diversity. We strive to provide the following experiences and materials for children of all ages in our programs:

• Discussions and hands-on activities that build appreciation for differences and to counter biases. • Talks about each child’s physical characteristics, family, and cultural heritage. • Materials, objects, and language that avoid stereotyping. • Celebrations of holidays of various cultures reflected in the group. • Books that display pictures of various cultures. • Opportunities for parents and other visitors to share arts, crafts, music, dress, and stories of various

cultures. • Trips to museums or other cultural resources in the community.

Materials, images, and experiences that reflect diverse cultures the children may not likely see, as well as those that represent their family life and cultural group.

Diapering and Toilet Use Policy • Educators will assist children in learning toilet use in accordance with the requests of their parents and

in a manner that is consistent with the child’s physical and emotional abilities. • All children will learn to wash hands properly after toileting. Educators will also wash after assisting

each child with toileting. • Daily records will be kept for children in the infant and toddler room. • Any soiled clothing will be placed in a sealed plastic bag and sent home. Please replace any clothing

items that are used as soon as possible. Diapering Children’s diapers are changed when needed and checked at least every 2 hours. If your child is experiencing any change in habits, please inform the caregivers. Such changes may include medications, new foods, or constipation. Creams will be applied at parent’s request. We will follow specific sanitary and safety procedures.

• Only disposable diapers are used. • All caregivers wear gloves when changing diapers. • The changing table is covered with clean paper for each diaper change and sprayed with a bleach

solution after each use. • Disposable wipes are used unless medically contra-indicated. • Any soiled clothing is placed directly into a plastic bag and sent home at the end of the day. We cannot

rinse out soiled clothes or wipes. • Caregivers wash hands after every diaper change. • The entire changing area will be cleaned and disinfected daily.

Toilet Training

• Children do not need to be toilet trained for enrollment. Some of the children may start using the toilet during the year. Most children indicate a readiness to toilet train at approximately 2 ½ years of age, although timing is unique and individual for every child. Signs of readiness are: being able to sit on a toilet, showing interest in the toilet, having better control of bladder and bowels, indicating a need to use the toilet and staying dry for longer periods of time. As part of the process of helping children learn toilet use, the classroom teachers will:

• Follow the child’s lead. Begin when he/she is ready. • Be alert to signs of readiness. • Maintain a positive attitude. • Encourage self-help skills; allowing the child to remove clothing to give him/her control over the

situation. • Maintain communication between parents and teachers for consistency. • Schedule routine toileting times, but without rigidity.

Tooth brushing EEC requires educators to assist children in brushing their teeth whenever children remain in care for more than four hours and/or consume a meal in child care. Parents are required to provide UMCC with a labeled tooth brush and toothpaste (not required) for each of their children. Classroom teachers will help the children brush their teeth after lunch time each day as per parental permission. Tooth brushes will be stored in a clean and protective environment within the classroom.

Termination and Suspension Policy UMCC will make every effort to meet the needs of the children and families in the program. There may be circumstances, however, in which after all reasonable and appropriate interventions have been tried; a determination is made to terminate services to a family. Circumstances which may warrant this measure include, but are not limited to: a child who presents a danger to him/herself or others in the program, a child who is excessively destructive of property, a child who repeatedly runs away or a child whose special needs cannot be met in the program without resulting in undue burden or hardship. All educators will receive 1/3 of their annual continuing education hours in addressing and teaching diverse learners. Non-payment of tuition may also be considered grounds for termination of services. When circumstances such as these occur, parents will be notified in writing of each instance and the methods that have been implemented to correct the situation. Educators will meet and work with the family on developing a plan for behavioral intervention at home and in the program. If, after repeated attempts, it appears that the program is not suited to the child’s needs, UMCC reserves the right to terminate services. The family will receive a written statement documenting the circumstances leading up to that point as well as the interventions that have been tried. The family will also be provided with information about other services in the area that might be more appropriate to their needs. Educators will provide the family with conditions for return, if any. If no return is appropriate the educators will work with the family to prepare the child for withdrawal from the program in a manner that is consistent with the child’s ability to understand. Family Concerns UMCC values feedback from families regarding the program and the care of their child. It is an important factor in helping the program to grow and best meet the changing needs of the families in the community. In the event that a parent/guardian has a question of concern regarding their child’s involvement in our program, that issue should be first addressed to the educators who work with the child. If the outcome of this discussion is not satisfactory, the concern should be brought to the attention of the Director who will then reach a decision on the issue. The decision will be final. Transportation The UMCC program does not provide transportation for children to and from the program. Young children in the program are brought to and from school by the parent/guardian. Educators assigned to that class, as well as the Director and parent volunteers will provide transportation for field trips. Young children will be transported using car seats in accordance with the Massachusetts Child Passenger Safety Law. Child Release Policy Children will only be released to parents/guardians or other designated adults. UMCC must have permission in writing to release a child to any other person. If an emergency arises and a parent needs to have a person unfamiliar to the educator pick up their child, the parent must provide verbal consent and a description of the person by phone. This individual will be asked to show picture identification before the child can be released. This procedure should only be used in rare, unexpected circumstances and not on an ongoing basis. If parent or guardian comes to pick up a child and is in any type of an impaired condition which might jeopardize the heath and safety of the child, the educator will make every effort to persuade that parent to seek an alternative means of transporting the child home (i.e. call a family member, another designated driver or a taxi). UMCC educators cannot prevent a parent from taking a child home, but are mandated by law to report any incidence of potential harm to a child to the police and/or the Department of Social Services. The incident will also be documented in the child’s file.

Potential Emergency Plan

In the case of a fire, natural disaster, or situation necessitating evacuation of the building, the children will be transported to another building on the campus of Berkshire School. The Stewart Athletic Center would be the first choice if deemed safe by the proper authorities. We would use the buggy cart/ strollers and cribs for the young children and all others will walk as it is in close enough walking distance.

If it is necessary to leave the campus, we would transport the children in vans owned by Berkshire

School to a space designated as safe by the proper authorities. We will use Southern Berkshire Child Care facility on the campus of The Southern Berkshire Regional School District on Berkshire School Road for just such situations. This has been made available by the town during natural disasters. Given the nature of the circumstances, we would make our decision as to where to bring the children based on the elements of safety, time, and availability. Parents will be notified immediately when the children have safely arrived as to their whereabouts and the circumstances necessitating their departure from the center. Emergency cards would have been taken in the vans with the children.

In the case of a power outage, loss of heat, or loss of water, (for an extended amount of time) we will

close the center as we have no reliable backup plan. We would move the children to a safe location (see above) and make the arrangements with parents from there.

In the event that a child goes missing while in our care, the educators will first do name to face

attendance to know which child they are looking for. The educator (if two educators are present) will check the last place the child was seen. The remaining children in care will be brought to a safe and secure area. An educator must alert the director and security on campus to begin searching for the missing child. The director will notify parents and if need be will alert the local police.

Late Pick-Up It is important that parents give themselves enough time to pick up their children and leave the classrooms by 5:00. There will be a $15.00 late fee assessed by the business office for every fifteen minutes of tardiness beyond the enrollment session. You will be given a bill as deemed necessary in the case of a late pick up. We understand that there may be an exceptional occurrence and appreciate a phone call in that case. However, it should not be a normal program option.

Repeated violations in this area can result in a child being terminated from the program. Confidentiality and Distribution of Records The Director will transfer a copy of the child’s records to the parents or any other person the parent designates, within two working days upon receipt of a written request from the parent. It is our policy that any information regarding the child, the family or matters discussed with the Director or classroom teachers will be held in the strictest confidence. The information in a child’s record is considered privileged and confidential. No one who is not directly related to the care of your child will have access to your child’s records without a parent’s permission. As a parent, you have the right to add information, comments, data or other relevant material to your child’s record. You also have the right to request deletion or amendment of any information contained in your child’s record. You may view the record on file at any time.

Department Of Early Education and Care Regulations UMCC is required by the Department Of Early Education and Care to have a copy of all regulations concerning parental right on the premises. These regulations are available to any parent who would like to see them. EEC Regional Office is located at: 95 Liberty Street Suite 1124—3rd floor Springfield, MA 01103 1-413-788-8401 Families are free to contact the EEC office for UMCC’s compliance history. Respect for Children’s Privacy Children enrolled in the UMCC program will not participate in any activities unrelated to the direct care of children, such as fundraising or publicity, without the informed written consent of the parent or guardian. Referral Plan UMCC educators will closely monitor the development of all the children enrolled in the program. If there are concerns that a child’s developmental needs are not being appropriately met in the program, this concern should be reported to the director who will make every effort to involve the parents in the process of identifying the problem and working towards a solution. After observation and evaluation of a child the teachers and the director will meet to review the teacher’s documentation and the information gathered at a parent-teacher conference. The purpose of the meeting is to decide whether or not to recommend referral of the child for further services. Written parental consent is needed before any referral is made. If the child is 3 years old, the parents will be informed of availability of services and rights under Chapter 766. If the child is under 3 years of age, the parents will be informed of services through the local Early Intervention Program. The following is a list of services available in the community that assist parents in meeting their child’s social, emotional, educational, and medical needs. These include, but are not limited to: Macony Pediatric and Adolescent Medicine Community Health Center of the Berkshires 100 Maple Avenue Fairview Hospital, Lewis Avenue Gt. Barrington, MA 01230 Gt. Barrington, MA 01230 413-528-4047 413-528-8580 Berkshire Eye Center Yarmosky Pediatric Dentistry 324 Stockbridge Road 100 Maple Avenue Gt. Barrington, MA 01230 Gt. Barrington, MA 01230 413-528-8911 413-528-4490 CHP First Steps Southern Berkshire Regional School District 442 Stockbridge Road Special Education Dept. P.O. Box 30 491 Berkshire School Road Gt. Barrington, MA 01230 Sheffield, MA 01257 413-644-0104 413-229-8265

A decision is made to refer or not to refer during the parent meeting. The decision is put in writing with copies being placed in the child’s file.

At the time of referral, a classroom teacher is designated to be the liaison for the family between UMCC and the referral agency. The responsibilities may include documenting all pertinent information, talking with agency personnel, attending meetings, and meeting with parents as needed.

A parent conference is arranged to discuss the recommendation. The outcome of the conference is recorded in the child’s file.

Health Care Policy In our effort to protect all children from contagious illnesses, UMCC has developed the following health care policies. If your child has any of the following symptoms, we will contact you to pick up your child both to prevent contagion to the other children and to provide comfort to your child. We request that you pick up your child promptly, within a ½ hour after being contacted. We understand it is difficult for a parent to miss or leave work, therefore it is suggested that each family develop an alternative plan for child care in these instances.

Children exhibiting the following symptoms must be excluded from child care: • Temperature of 100 degrees or higher • Vomiting • Discharge in the eyes—pink eye • Diarrhea or loose stools inconsistent with usual bowel movements • Any suspicious rash • Colored nasal discharge (if transmission cannot be controlled) • Any contagious discharge • Any symptoms requiring one on one care • Any illness accompanied by an open, oozing infection

Please call or email the Director when your child will be absent due to illness @ 229-1850

When returning a child to child care after an illness, please remember:

• A child must be free of fever, vomiting, and diarrhea for 24 hours before returning • Any child requiring an antibiotic must take it for 24 hours before returning—this also includes

antibiotics that are being taken for an ear infection • A child who is being treated for pink eye must remain at home for 24 hours after the first

treatment • Any child who has had a serious and highly contagious illness requires a doctor’s statement prior

to returning to school • A child must be able to participate in all activities upon retuning to school including outdoor time

Plan for meeting the individual needs of mildly ill children while in care Mildly ill children (children with colds, headaches, Fifth’s disease, etc.) will be allowed to rest quietly on their mats, with books or games if they desire, and remain somewhat separated from the other children if it is not disruptive to the rest of the group. The daily schedule of meals will be adhered to once it has been determined that the child’s system will tolerate them. Fluids will be offered throughout the day. If it is determined by the Director that the child poses a threat to the health of the other children, cannot be cared for by the classroom teachers, or exhibits any of the exclusion indicators listed above, the parent will be called to pick the child up from the program. For children’s comfort and to reduce the risk of contagion, parents must pick up their sick child immediately after notification. Children absent due to a reportable disease may return only with a physician’s note. Exclusion from program due to illness Children who exhibit symptoms of the following types of infectious diseases, such as gastrointestinal, respiratory, and skin or direct contact infections, may be excluded from the center if it is determined that any of the following exist:

• The illness prevents the child from participating in activities or from resting comfortably. • The illness results in a greater need than the child care teachers can provide without compromising the

health and safety of the other children. • The child has any of the following conditions: fever, diarrhea, unusual lethargy, irritability, persistent

crying, difficult breathing, or other signs of serious illness. • Vomiting two or more times in the previous 24 hours at home or once at the center. • Mouth sores, unless the physician states the child is non-infectious. • Rash with a fever or behavior change until the physician has determined that the illness is not a

communicable disease. • Purulent conjunctivitis (defined as pink or red conjunctiva with white or yellow discharge, often with

matted eyelids) until examined by a physician and approved for readmission after being treated for 24 hours.

• Tuberculosis, until the child is non-infectious. • Impetigo, until 24 hours after treatment has started or all sores are covered. • Head lice until free of all nits or scabies and free of all mites. • Strep infection, until 24 hours after treatment and child is without fever for 24 hours. • Hepatitis A unless treated for 2 days. • Chickenpox until last blister has healed over.

A child who has been excluded from child care may return after being evaluated by a physician and it has been determined that he/she is considered to pose no serious health risk to him/herself or to the other children. Nevertheless, the child care program may make the final decision concerning the inclusion or exclusion of the child. When a communicable disease has been introduced into the program, the Director will notify parents immediately, in writing. Whenever possible, information regarding the communicable disease shall be made available to parents. The educators of the UMCC will be trained annually to properly administer medications under 7.11(2). Parents with written permission from their child’s health care practitioner will train staff in implementation of their child’s individual health care plan. Policy on Prescription and Non-prescription drugs: Prescription:

• Always requires a form signed by parent & written order of physician • Form must specify both the dosage & time to be administered • A signed form is needed each time a medication is prescribed • The medication must have a current pharmacist’s label and be in the original bottle • Controlled substances must be locked • Emergency medications must be immediately available • No educator shall administer the first dose of any medication to a child, except under extraordinary

circumstances and with parental consent. • Prescription medication will be kept in its original container with child’s name, name of drug, directions

for administering, proper storage procedure, & expiration date recorded on it.

Non-Prescription: • Always requires a form signed by both the parent and the pediatrician • Unanticipated non-prescriptions for mild symptoms (such as Tylenol, ibuprofen, etc) may be renewed

annually and must be in original container labeled with the name of child.

• Oral, non-prescription consents must be renewed weekly. This includes occasional over the counter medications.

• A parent must request in writing on a given day that the medication be administered, specifying time and dosage

• Topical medications such as sunscreen, ointments etc, may be administered to a child only with written parent authorization and must be provided by the parents. This must include the specific medication & procedure for administering and shall be valid for one year from the date of signature.

• A written record of administration of any medication will be kept as a part of the child’s record, including: child’s name, date, time, dosage, & staff member’s signature.

When possible, all unused, discontinued or outdated prescription medications shall be returned to the parent. Each return shall be documented in the child’s record. When return to the parent is not possible or practical, such prescription medications will be destroyed at the Student Health Services on Berkshire School’s campus and the destruction recorded by the Director. Individual Health Care Plans (IHCP): During registration, the parents must record any known allergies or chronic conditions. All educators and substitutes will be informed of allergies so the children will be protected from exposure to foods, chemicals, and other materials to which they are allergic. The names of the children with allergies, which are life threatening (i.e. bee sting) will be posted (confidentiality will be maintained at all times) in conspicuous locations with specific instructions regarding the handling of such instances. The Director in collaboration with the child’s physician, and the program’s health care consultant will make sure that the educators receive appropriate training for such occurrences as symptoms, treatments, side effects, and consequences of failure to treat. Procedures for emergencies and illnesses

• First Aid and transportation to the hospital: • All UMCC educators are trained in First Aid, CPR, and Medication Administration. In the case of

an emergency or illness (such as a seizure, serious fall, or serious cut) the educator in charge will begin administration of emergency first aid while the other educator takes the rest of the children to another area. Both educators will respond in a calm and reasonable manner.

• Other educators will be alerted to send for assistance and to notify the Director or another available person in the building.

• One of the supervisory educators will contact the parent to come and pick up the child or if response time is a factor, to have the parent meet the child and accompanying educator at the emergency room of the hospital utilized in emergencies.

• Under no circumstances will an educator transport a child to the hospital. • In the event a situation arises that is life threatening or the child cannot be comfortably restrained in

a car by the apparent, an ambulance will be called immediately. The parent will be called to meet the child and educator at the hospital. The teacher or other designated educator will go with the child in the ambulance.

• If the parent comes to pick up the child and needs assistance, the teacher or Director may offer to ride to the hospital to accompany the child.

• When parents cannot be reached, those listed, as emergency contacts will be called as a further attempt to reach parents. In the event that parents cannot be reached immediately, a designated staff person will continue to attempt to reach parents. If necessary, the child will be transported to the hospital by ambulance and the child’s whole file will be taken, including permission forms.

First aid kits & field trips A first aid kit containing required supplies will be taken on all field trips. The teacher will be responsible for taking a list of all emergency contact numbers for the children enrolled.

• A qualified trained staff member will administer first aid if necessary. The Parents and the Director will be contacted as soon as possible and informed of the nature and extent of the injury and the proposed plan of action.

• If parents cannot be reached and transportation of the injured child to the hospital is necessary, the Director or person in charge will make arrangements for the child’s file to be transported to the hospital to expedite treatment for the child.

• The designated adult, based upon the severity of the emergency, will determine the method and urgency of transportation. If necessary, an ambulance will be called.

• As a preventive measure, prior to departure from the center, the Director and/or lead teacher will determine appropriate guidelines to be followed during the field trip to ensure continuity and the safety of the children. All participating adults will be made familiar with the safety precautions and procedures.

Infant Sleep Policy In order to reduce the risk of infant death in child care settings from Sudden Infant Death Syndrome, UMCC along with EEC has established the following policy regarding infant sleep practices. Every infant twelve months of age or younger must be placed on his/her back for sleeping, unless the child’s health care professional orders otherwise in writing. In addition, no child under 12 months of age shall be napped in a crib, bassinet, portacrib or playpen containing pillows, comforters, stuffed animals, or other soft, padded materials so that the physical needs of children are met during napping. Reporting and Recording injuries The teacher will inform parents immediately, usually by telephone, of any injury that requires emergency care beyond minor first aid and shall inform parents in writing of any first aid administered to their child within twenty-four hours of the incident. The teacher will inform parents, usually by telephone and prior to the child being picked up, if a child suffers any head or facial injury. An injury report for any incident that requires first aid or emergency care will be maintained in the child’s file. Procedure for identifying and reporting suspected child abuse or neglect All educators of UMCC are considered mandated reporters of child abuse and/or neglect and must file written reports to the Department of Social Services detailing incidents of suspected abuse and neglect of children. If an educator suspects that a child is being abused, that educator should discuss his/her suspicions with the Director. The Director will then assess the situation and make a verbal report to DSS if warranted, to be followed up by a required written report (51A) within 24 hours. If an educator feels an incident has been misdiagnosed then he/she must report to DSS directly. The same procedures apply if an educator suspects another educator of inflecting abuse or neglect upon a child. All instances of suspicious nature or circumstance (i.e. inappropriate sexual play, unusual burns or bruises, “fantastic stories”) will be documented by appropriate educators and placed in an incident file. All concerns of suspected child abuse and neglect will be communicated to the parents by the Director, prior to the filing of the report, in an effort to help the parents receive services from the Department of Social Services, unless contra-indicated.

UMCC child guidance policy As child care professionals, we are committed to providing a supportive environment where children can learn and grow. That commitment and basic respect for children is reflected in our discipline policies and procedures, which are intended to help children learn self-discipline as they build self-esteem. It is our understanding that discipline encompasses all those actions taken by teachers that encourage children to develop productive and socially acceptable behaviors. The following guidelines have been developed to enable us to create a consistently positive environment that teaches children to behave responsibly and feel good about themselves.

• Set realistic expectations for young children’s behavior. Clarify our expectations for children so they clearly understand what is expected of them. Involve children in the process of developing rules for classroom behavior. Reach consensus as educators to ensure consistency in expectations and limits set for children.

• Create an environment that enhances the probability of children behaving in an appropriate way. Offer a well-planned curriculum that actively involves children in the learning process by including the following elements.

o A wide array of developmentally appropriate materials o Meaningful activities reflecting the children’s own interests and experiences o Open-ended experiences that allow and encourage children to experiment with materials without

having to find the “right” answer o Individual and small group experiences rather than whole group experiences

• Change the physical environment instead of the child. o Maintain a child proof environment that invites exploration and play o Add to the environment by introducing materials/activities that interest the children o Organize the space in ways that encourage some behaviors and discourages others o Anticipate problems before they happen and channel children’s behavior into more acceptable

ways o Model the qualities and behaviors we hope to foster in children

• Focus on positive communication techniques to gain children’s cooperation. o Pay close attention to the feelings that children express using “active listening”

Demonstrate understanding and acceptance Show confidence Acknowledge contributions Recognize effort and improvement

o Use reasoning to help children understand why we expect certain behaviors and set the stage for constructive problem solving Describe the behavior State your feelings State the consequences

• Turn destructive situations into constructive ones by giving alternatives. o Observe children carefully to determine patterns in or reasons for their misbehavior o Recognize children’s feelings and reasons even when their actions are unacceptable o Tell children what they can do instead of what they cannot do o Provide children with time and space for calming down when needed

• Use natural and logical consequences to motivate and empower children to make responsible decisions about their behavior.

o Help children to see the consequences their behavior has on other people o Use natural consequences to help children learn about the physical world o Administer logical consequences to help children learn about social order o Give children the choice of how to behave and follow through with the consequences o Always give children assurance that they may try again later to behave responsibly o Avoid the use of punishment that is inconsistent with positive discipline. In particular, the

following punishments are absolutely prohibited:

Corporal punishment Humiliation or verbal abuse Denial of food Punishment for toilet accidents Confining children to a swing, high chair, crib, playpen for an extended period of time in

lieu of supervision Excessive time out (may not exceed 1 minute for each year of the child’s age) Must take

place within an educator’s view • Teach children the use of problem solving skills and strategies to resolve conflicts

o Model conflict resolution skills Defuse anger first through active listening Acknowledge and support children’s feelings Collect information about what happened State the problem clearly and objectively Help children generate multiple solutions and problems Have children evaluate the solutions Involve children in deciding on a solution and planning for its implementation

o Arrange discussion among children to solve problems on a regular basis The policies and procedures of UMCC will remain in effect and may be interpreted and/or revised at the discretion of the Director as necessary. It is the responsibility of the parents to be aware of all policies in effect at any given time. An attempt to provide written revisions will be made in a timely fashion in the event of revision. If any part of a policy is deemed inappropriate or illegal, the remaining policies will remain in effect.

Winter Outdoor Clothing: All Children What to Bring Checklist

o Waterproof mittens Please do not send gloves. Children’s fingers get very cold in gloves. Please do not send fleece mittens. Snow and water quickly soak through making children’s fingers very cold. We recommend waterproof mittens insulated with Thinsulate. Please make sure mittens fit your child’s hand and s/he is able to make the thumb  function.

o Winter boots All children need waterproof, insulated winter boots. We recommend purchasing boots that have enough room for an extra pair of socks. Non-walking infants also need boots or other very warm footwear, in addition to their snowsuits, to wear during stroller rides. o Winter hat Please send a winter hat that covers your child’s ears. Please do not send hats with drawstring ties (as these strings pose a strangulation hazard on any playground). Please send pull-on hats or hats with Velcro closures. o Send Items Every Day – Label Every Item Please send a hat, mittens, boots, and snowsuit every day. We recommend leaving an extra hat and pair of mittens at UMCC during the winter months. Please label every item – remember to label each boot and each mitten. Additional Recommendations o Avoid dresses and tights If possible, please do not send your little girls in dresses and tights. They get very cold, very quickly when wearing this type of clothing outdoors. If preschool girls insist on wearing a dress to school, please explain they will need to put on pants, independently, before going outdoors. o An ‘Extra Set’ of winter gear Please consider purchasing an extra set of winter gear and leaving a hat, mittens, boots, and snowsuit at UMCC. Local consignment shops are a great place to pick-up a spare set of winter gear inexpensively. A back-up extra set at UMCC is so helpful just in case your child’s outdoor gear is forgotten at home in the morning or if items get wet during the morning outdoors time and are not dry and ready before the afternoon outdoors time.

Infant/Toddler Classroom What to Bring Checklist

o All completed program forms No child may attend UMCC until all forms are completed and returned. o Photographs Several family pictures that will be laminated or made into a family tree. o Extra clothing At least two complete changes of clothes for your child including socks and underpants need to be left at UMCC in your child’s cubby. Label all items with your child’s name. o Sneakers or mocs Please, no flip-flops , slide–in type sandals or Crocs. We discourage dress shoes or party shoes as they are not appropriate footwear for playground play. Sport sandals with ankle straps are permitted. o Appropriate outdoor clothing (including a hat) Children attending UMCC go outside every day for extended play times. Please make sure your child is prepared. o Blanket Please bring a blanket for naptime to leave at UMCC. Please bring any security objects that comfort your child or are used during a nap/rest time, such as stuffed animals and pacifiers, etc. No stuffed toys or other soft items are permitted in cribs with infants younger than one year of age. Please label all items. o Indoor Shoes/Slippers and Outdoor Shoes Children should remove outdoor shoes in the spring and winter upon entering the building. Please bring indoor shoes for your child to wear while in the classroom. o Toothbrush Parents are asked to bring in a new toothbrush every 3 months Children brush their teeth after lunch daily o Diapers/Wipes/Ointment Because of health and sanitation concerns, all children attending UMCC will be required to wear disposable diapers. Parents are asked to bring a refill bag of wipes along with each bag of diapers. Ointments that you would like applied to your child may also be left at UMCC. What Not to Bring Bibs, baby spoons, Individual storage areas are provided at UMCC for clothing, food, and diapers.

Preschool Classroom What to Bring Checklist

o All completed program forms No child may attend UMCC until all forms are completed and returned. o Photographs Several family pictures that will be made into a family collage. o Extra clothing Two complete sets of extra clothes for your child including underwear, socks, short sleeved shirt, long sleeved shirt, pants, sweater/sweatshirt. Label all items with your child�s name. These clothes will be left at UMCC in your child’s cubby. o Appropriate outdoor clothing – including a hat Children attending UMCC go outside every day for extended play times. Please make sure your child is prepared. o Sneakers or mocs Please, no flip-flops, slide–in type sandals or Crocs. We discourage dress shoes or party shoes as they are not appropriate footwear for playground play. Sport sandals with ankle straps are permitted. o Indoor Shoes/Slippers and Outdoor Shoes Children should remove outdoor shoes in the spring and winter upon entering the building. Please bring indoor shoes for your child to wear while in the classroom. o Security objects Children may bring in special security objects such as a blanket or stuffed animal to aid in the transition from home, to be kept in cubby, and used during rest time. Backpack o Toothbrush Parents are asked to bring in a new toothbrush every 3 months Children brush their teeth after lunch daily. o Diapers and wipes If your preschooler is still toilet training, please bring in Velcro pull-ups and wipes.

UNDERMOUNTAIN CHILD CARE CENTER 245 NORTH UNDERMOUNTAIN ROAD

SHEFFIELD, MA 01257

I __________________________________________have read, understand, and agree to abide by all Personnel Policies as described in the Undermountain Child Care Center Handbook. ____________________________________________ ______________________ Signature Date