TLC Child CareParent Handbook

2221 Dunn St. Suite 2219Juneau, AK 99801

www.tlcsoutheast.com

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Table of ContentsPart I Welcome and Introduction……………………………………………………………………………………………………………………………………….5Educational Philospohy………………………………………………………………………………………………………………………………………………6Goals………………………………………………………………………………………………………………………………………………………………………………7History………………………………………………………………………………………………………………………………………………………………………….7Facility Type………………………………………………………………………………………………………………………………………………………………..8Primary Caregiving……………………………………………………………………………………………………………………………………………………9Continuity of Care……………………………………………………………………………………………………………………………………………………9Transition…………………………………………………………………………………………………………………………………………………………………….10Emergency Caregiver……………………………………………………………………………………………………………………………………………..10 Parent Packet…………………………………………………………………………………………………………………………………………………………..10Care of Infant

11Meal times12

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Bottles13Older infants/toddlers

13Toddler /Preschool Care

14Curriculum Planning for preschoolers

15Emergent Curriculum

16School Age care

18Toilet Training

19Routines 21Arrival

21Departure 22Schedule 23Enrollment

24Facility Hours

24Holidays 24Annual Survey

25Contract Renewal

25Non-discrimination

25Confidentiality

25Nutrition 26

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Supervision27

Transportation27

Field Trips31

Medication31

Toys from Home31

Discipline Guidance32

Language 33Contact Information

36Nap/ Quiet Rest period

36Illness Policy

36Alternative plan

40Early drop-off/ late Pick-up

41Fees/ Payment

44Termination

45Dismissal 43Grievance 43Injury 43Smoking 44Disaster/ Fire Drill 44Notification of Policy Changes

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Parking 45Licensing 46Mandated Reporting 46Parental Access/Open Door

49Parental Involvement

49Photo policy 51Contact 51Inclement weather 51TV. Movie & Computer usage

51Contractual agreement for care

52Conclusion 52Signature Page 56Appendix

WelcomeWelcome to TLC Child Care and thank you for giving us the opportunity to care for and educate your child. We are excited to be a part of your child’s life and will do our best as care providers and role models. We will provide a safe, healthy, comfortable and fun environment where your child can grow, learn and thrive at his or her own pace. We strongly believe in respecting and nurturing the individuality within each child and are eager to help them bloom! In return, parents should adhere to the policies contained within the handbook and treat the director and my staff with respect.

This handbook should serve as a useful resource as you familiarize yourself with the program. This handbook is intended to inform you of policies and procedures as they pertain to the 7

care of your child while he/she is attending TLC. You will be required to sign an acknowledgement form stating that you have read and agree to the policies and procedures contained within the handbook. Should you have any questions or concerns please feel free to discuss them with me.

Please note that the terms caregiver, provider and teacher are used interchangeably to refer to the person or people that interact with your child on a daily basis. IntroductionTLC Child Care is a place where; Children are valued for their energy, natural curiosity, and

unique personalities and temperaments Staff are valued for their ability to work as a team for the

benefit of the children, their commitment to continual program and professional self-improvement, their energy, creativity, dedication and enthusiasm and their ability to design and implement developmentally appropriate curriculum, making full use of the resources available to them.

Families are valued for the love and support they give to their children, the trust they place in us to care for their children and the support they give us as professional Early Care and Education professionals.

We are ALL valued for our ability to communicate, laugh, play, respect one another and learn from each other.

EDUCATIONAL PHILOSOPHY

Early Childhood development is a process that is continually changing and expanding, therefore both structured and unstructured activities are offered for children. However, our basic philosophy is one of freedom to learn, grow, and make choices. We believe that children learn through play and we have

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structured the environment to reflect that belief. This does not mean that the program is not carefully planned. Staff and student teachers are encouraged to be flexible and to allow the children freedom to learn at their own pace. All activities are steps to growing and developing physically, socially, emotionally, and cognitively. Children learn in different ways, with all their senses. Varied experiences and materials will be provided for multisensory and whole brain learning. Cognitive learning is not overemphasized, but rather children are given ample opportunity for activities and exposed to pre-numbers, activities designed to form a positive self-image. Practice in motor skills is encouraged. Children learn independence, turn-taking skills, and how to interact with others. The best atmosphere for learning is one of acceptance, mutual respect, pleasure, fairness, consistency, clear limits and expectations, and encouragement. A predictable, organized environment, with caring adults, clear expectations, and appropriate consequences supports the whole child. The outdoor play environment is an extension of the classroom, requiring the same level of adult planning, supervision, and involvement with the children. Families are considered an integral part of our program. Daily communication and collaboration between families and caregivers is stressed. Support, encouragement, and assistance are vital in helping to ensure personal and professional success for working families. Mission StatementIt is our mission to provide high quality, affordable child care and early childhood education in an arts and nature based early learning program, under the premise that it truly takes a village to raise children, where children are respected, treated kindly and handled with care as they learn about the world around them and begin to discover their place in it. Emergent curriculum and the introduction 9

of S.T.E.A.M. concepts through project-based learning activities and play serve as the framework for program design and curriculum implementation. Core Values

The children are #1! Are they safe? Are they healthy? Are they having fun? Are they learning?

Positive partnering! With parents! With other providers! Community Spirit! It takes a village and we are all part of that village! Excellence! We are professionals! We are ethical! We have integrity (our actions match

our words)! Kindness toward all Respect for all Gentleness of being Enthusiasm! I am glad to be here and I want you all to know it! Compassion!

VisionTo instill in every child we meet a love of learning, a sense of self-worth, an appreciation for the world in which they live and a desire to achieve their own little greatness every day of their lives!

Objectives Establish and maintain a safe and healthy environment for

children and partner with parents and community resources to promote and provide high quality care.

Encourage children to develop their self-help, communication and problem solving skills.

Support the children’s need for autonomy while providing consistent and reliable interaction with each child.

Support the children’s need for self-awareness and positive self-image.

Extend the children’s learning through hands-on learning and field trips.

Offer developmentally appropriate opportunities that encourage social, emotional, physical and intellectual growth.

Teach the child to relate to others, to value friendships, and to respect all people.

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Help each child learn to develop self-discipline and independence and to deal with his or her emotions in an appropriate manner. Provide a well-balanced schedule of activities and quiet

times.

History I am a Technical Writer by education, but a child care provider through years of experience working in private homes and group/center-based child care programs. I have worked with children of all ages and am not partial to a specific age group. Each developmental stage is filled with tremendous possibility for growth and discovery and as a care provider I will provide ample opportunity and interaction so that each child I care for feels safe, has fun and learns something new each day. I have earned my CDA and 320 hours of training pertinent to the Early Care profession in addition to a BS in Technical Communication and MS curriculum in the same program. I also encourage my staff to obtain the required 12-20 hours of annual training as well as additional training for personal and professional growth. I work closely with the local AEYC to stay informed about current topics in early childhood locally and nationally.

Facility TypeTLC Child Care is a licensed center with a capacity for 25 children ages 6 weeks to 12 years of age. TLC Child Care provides full-time, year round care and education services to young children and part time school year and full time summer care for children ages 5-12 as an after-school care and education program for school age children. I am the full-time director of TLC Child Care. Children will be cared for in small groups of 5-8 children based on their age, developmental level and activity. Teacher-to-child ratios varying based on the ages of children in care and the experience and qualifications of each care provider. During the school year TLC Child Care provides preschool care and education under the direction of myself as lead preschool teacher. There is one full-time, lead toddler teacher and a part-time assistant teacher. This program is an age-integrated program meaning that children of various age groups are cared for together

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enabling the children to interact with and learn from both younger and older children through observation and positive interaction. The following chart illustrates required caregiver to child ratios;Age of Children

# of Children

Term for child’s age group

Number of Caregivers

Maximum group size

notes

0-18 months

5 Infant 1 10:2

19-36 months

6 Toddler 1 12:2

3 & 4 years old

10 Preschool

1 20:2

5 & 6 years olds

14 Kinders 1 28:2

7 thru 12 years of age

18 School age

1 36:2

Caregiver ratios will be maintained for the youngest child in the multi-age grouping

A child care center may maintain a child-to-caregiver ratio consistent with the age of the majority when kinders and school age children are in a multi-age grouping.

For infants, toddlers and preschoolers in multi age groupings the ratio for the youngest age group present applies.

For more information regarding licensing capacities and teacher-to- child ratios feel free to visit the State of Alaska Child Care program office website at http://www.hss.state.ak.us/dpa/programs/ccare/.TLC Child Care is an outdoor inspired, nature-based program where children are able to utilize the natural environment and the outdoors as the ideal classroom for learning and interacting with other children. The program participates in weekly Early Learning Eco Club hikes and spends a great deal of time outdoors both on and off-site. In addition, some of the outdoor opportunities for children attending the program include an on-site garden, hike trails, 9 hole folf course, bike loop and continuous, man-made stream. TLC will provide materials and

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ample opportunity for daily physical activity, art, science, cooking, homework assistance and other developmentally appropriate activities that are specific to this age group.

Parking and/or driveway area

It is the policy of TLC Child that all children are to be accompanied into the facility and/or directly presented to their caregiver by a parent or guardian. Children are not to be dropped off at the facility without direct supervision of a parent. For your child(s) safety please connect with your child’s caregiver at drop off and pick up so that the child can be signed in or out. It is very important that you assist your child in arriving to or departing from the program especially when there are other families arriving and or departing simultaneously thereby increasing the traffic in the parking area. Please inform your children about the importance of watching for cars.

Supervision of Children

Please supervise your children at all times prior to their signing in at TLC Child Care and after they have been signed out.

Cell Phone Usage At Drop Off/Pick-up

Please refrain from using your cell phone during drop off and pick up as this is an important time of day for communicating with us about your child.

Classroom Set-UpEach group of children will have a “classroom” where they will spend a portion of each day. Classrooms will be set-up with thematic interest areas that will be changed In accordance with the childrens interest in a given area. PRIMARY CAREGIVINGPrimary caregiving ensures that every child has a “special” person and every parent has a primary contact. Primary caregiving is a type of care that encourages the forming of close relationships and fosters the development of closeness and trust between caregivers and the child’s family. Intimate relationships with other people are the foundation of our emotional health and well-being, therefore it is important that children develop a relationship with one certain caregiver. This attachment and bonding process will be developed through a lead teacher/ caregiver being assigned to a group of children. This person will form a caring, nurturing, and responsive relationship with the children in his/ her care. In the classroom, the teacher shall be the expert on each child in her care, knowing pertinent information like the child’s individual schedule, developmental 13

abilities and special needs, sleeping needs, and individual interests. The teacher will be responsible for evaluating each child’s development and have parent conferences for each child in her classroom. CONTINUITY OF CAREContinuity of Care keeps primary caregivers and their children together for as long as possible, typically 2 + years. Loving relationships between caregivers and children, and between the children themselves develop in an atmosphere of familiarity and trust. Families are also able to form a long-term relationship with the caregiver. Family group home child care is an ideal setting for this type of caregiver, child, family relationship and at TLC children are cared for by the same caregiver or small group of caregivers from birth until age 12. Children will not be placed in an infant “classroom” and subsequently moved into a toddler classroom at 18 months. Children will remain with their caregivers for the duration of their care needs minimizing the number of transitions from classroom to classroom during the crucial early years. Typically, in continuity of care, separation anxiety between parents and children often become inexistent as the expectations, the staff and the environment are known to the families. Young children often need a full year to get to know new faces, trust them and settle into a group. The second year in the same group encourages new beginnings within the familiar and “safe” environment for the child. The second year also gives the families an opportunity to develop deeper levels of trust between them and their caregiver. Some children continue to need their primary caregiver throughout the year, while others become more comfortable with all the caregivers in their program. Children’s individual styles of interacting and coping are respected. The level of consistency and predictability that your child needs to feel safe and comfortable will be met by each caregiver. Continuity and consistency are essential components of quality care for infants and toddlers. The adaptation period and communication go a long way in helping us provide consistency of care. Parental support of each caregiver is essential for positive outcomes in this type of program.

Parent packet

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Upon enrollment each parent will receive a Parent Packet. The following elements are included in your parent packet;* Parent/provider contractHandbookParents Guide to Licensed Care*Child Emergency Information (Orange cards) Both copies*OTC Medication Authorization Form*Child Pick-up Authorization*Emergency Information for Child (pink sheet)*General Travel/Activity Authorization (purple sheet)*Sick Child Policies*Medication Administration Authorization*Defining Child Care*Allergy and Food Preference Info.Immunizations (not included in packet, but ARE required)Care of InfantsInfants will be held, cuddled and fed on demand. They will also rest on their own schedules in pack n’ plays with their own bedding and blankets that are laundered on a weekly basis or more frequently as needed. Parents should provide 2-3 changes of clothing, diapers, wipes, ointment and breast milk. TLC will provide Enfamil brand formula. Infants will rest in their own cribs and/or pack n’ plays with bedding material that is laundered weekly and/or before being used by another child. Parents are welcome to come and visit their babies and nursing mothers are encouraged to stop in and feed their infants. Infants will be taken outside to play and get fresh air daily so please provide adequate outdoor attire, sunscreen and a hat if needed. Diapering is done on a two hour schedule unless the child has soiled his or her diaper and then the child will be changed immediately. A diaper changing log is kept in the infant area and can be viewed upon your request.

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Infants

Young infants will be fed according to their own schedule. As they grow and start eating solid foods, their eating needs will change and the eating times will be adjusted toward the group schedule. During lunch, infants not yet eating table food will be served cereals and jarred foods.

Breastfeeding mothers are welcome to do so within the program setting. The program shall support breast-feeding mothers by making a comfortable, quiet corner for them to be with their babies while feeding and to help minimize interruptions. The caregiver shall support the practice by willingly accepting bottles of breast milk, by allowing, even encouraging, the mother to drop by for feedings, and by providing a comfortable place for mother and baby to sit and nurse.

As your infant grows and becomes more adept at eating, he/she will be using their fingers for eating "finger-foods" and working on using infant utensils. As infants gradually start to eat cereals, jarred foods, and table foods, parents will inform the care provider as to what their child can eat. It is recommended that infants try new foods at home first, then parents can add the new food to things the child can eat while in care. However, children will be given the opportunity to sample a wide variety of different foods and parents will be informed as to any new food the child will be trying while in care.

If your infant (eating table food) or toddler should have a food allergy or food intolerance, please notify the care provider immediately and a doctor’s note must be provided stating exactly what foods cannot be given to your child. If a doctor’s note is not provided we must provide the child with all the food we are serving for that meal. When a child has an allergy or an intolerance it is the parent’s responsibility to provide an appropriate food substitute.

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Bottles

Bottle-fed babies shall receive the same personalized attention as the baby who is breast-fed by his or her own mother. Babies will be held for bottle-feeding. Bottles will never be propped. The feeding schedule will be individualized for each infant and flexible enough to accommodate the child’s daily needs. Infants will be fed when hungry, not when the clock or schedule dictates.

Parents of bottle-fed babies will need to provide TLC with breastmilk if you are breast feeding your child and all breast milk must be dated and have your child’s name on it. Fresh breast milk can be stored for 24 hours in the refrigerator or up to two weeks in the freezer. Milk that exceeds this time frame will be discarded. Contents remaining in any bottle must be discarded within one hour. Only breast milk and formula will be placed in your child’s bottle. No bottles will be served with cereal or any other food product in them. Juice will only be served from a sippy cup. If your child is breast fed and a parent forgets to bring in breast milk or the frozen supply is depleted, the parent will be called immediately. TLC will provide clean, sanitized bottles for use in the child care setting that will clearly be labeled with the child’s initials and washed after each use. TLC Child Care will provide formula in accordance with the USDA food program.

Older Infants and Toddlers

Children who are 12 months and older will be given the lunches and snacks that are being served and drink whole milk. The older infants will be sitting in chairs with trays or a small table with chairs and toddlers will be at tables to eat their meals. Children will be using sippy cups or regular cups and using utensils. Depending on the age group of children bottle drinking may or may not be a practice depending on parental weaning preferences. It is our goal to work cooperatively with the families and their child’s routine.

Food will never be used as punishment or reward. Each child shall be encouraged, but not forced to eat or taste his or her food. Sufficient time shall be allowed for each child to eat. As

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developmentally appropriate, opportunity will be provided for the involvement of children in food-related activities.

Toddler and Preschool CareFamily ResponsibilitiesImportant information about the infant care program;

Baby food supplied by the parent shall be in the original unopened container and labeled with the child’s name.

Frozen breast milk may be stored in our freezer up to 2 weeks

Space is provided for mothers who wish to come to breast-feed

It is the family’s responsibility to make sure that their child has enough diapers and wet wipes for each week and maybe more, depending on how often their child needs to be changed.

Space is provided to store diapers, wipes, unopened nonperishable foods, changes of clothes, a blanket and any security item (s) your child may sleep with while here

When a child requires a special diet, a written statement from a medical authority shall be on file. Children with food allergies/intolerance shall have a written statement signed by the child’s parent indicating the specific food allergy/intolerance. When a child requires a modified diet for religious reasons, a written statement to from the child’s parent shall be on file.

Clothing: Please dress your child in easily washable clothes. Your child will need two to three changes of clothing, including a second pair of shoes. Socks with non-skid material on the bottom are best for infants and newly walking toddlers.We also recommend pants with an elasticized waistband (or snap legs for infants). These are easily managed, and for toddlers, encourage independence, especially during toileting routines. Suspenders, belts, and pants with snaps and buttons often complicate the dressing process. All children should be dressed so

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they can enjoy outdoor play every day. Non-skid shoes afford maximum safety for both indoor and outdoor activities. Shoes with Velcro fasteners are preferable to laces as children can close them themselves, promoting dressing independence.

Some of the most enjoyable activities are also the messiest. A complete change of clothing, clearly marked with your child’s name, must be kept in his/her cubby. Please bring the extra set of clothes on the first day and periodically make sure that all the essentials are there, or that the clothes still fit your child. Clearly mark all of your child’s clothing including shoes and boots.

Children will go outside in all weather except bitter cold with excessive wind chill. If a child is not well enough to play outside then he/she should stay home. Please provide your child with appropriate outdoor clothing for whatever weather is predicted on days of attendance.

Curriculum Planning for PreschoolersThere are at least two overall curriculum planning guiding principles that are consistent throughout all teacher/ child interactions at TLC. We are most influenced by theories of educational practices that describe how children construct their knowledge and differ in their stages of development.

The first principle concerns how children learn. It is only through the active, meaningful engagement and experimentation with objects and people that children can begin to construct their knowledge, logical reasoning and develop social relationships. This happens most easily through children’s play and socialization experiences.Many of the curriculum activities grow from our objectives for individual and groups of children and our environment. For example, the dramatic play area affords much opportunity for socialization and language development. Blocks are wonderful for exploration of relative size and shape (geometric relationships),

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as well as fine motor manipulation. Music and movement offer opportunities for socialization, bodily-kinesthetics, pitch and rhythm awareness, and appreciation of cultures. Activities like painting, working with playdough, develop interest, fine motor skills, socialization, sensitivity to color, media, form, shape, etc.

Many of the curriculum areas are integrated and overlapping. Each age group is given opportunities for creative expression and problem-solving, while maintaining a balance of teacher-planned activities, and those that emerge from the children’s and teacher’s interests, abilities, goals and objectives

The second principle relates to the role of the teacher. It is our belief that each teacher creates an intellectually vital, emotionally safe, and supportive setting in which to encourage every child’s overall development. To do so, all the teachers have a solid knowledge of child development as a foundation for understanding and assessing children’s growth. In both cases, the principles that guide our curriculum planning and implementation of it have their roots in what is called emergent curriculum. In addition, curriculum will be developed using the Alaska Early Learning Guidelines.What is Emergent Curriculum? Emergent Curriculum is sensible but not predictable. It requires of its practitioners trust in the power of play – trust in spontaneous choice making, among many possibilities. Good programs for young children encourage children to become competent players. Children’s programs that are also good for teacher growth encourage teachers as well to become competent players, choosing among possibilities and thus constructing their own hands-on understanding of the teaching-learning process.Emergent curriculum describes the kind of curriculum that develops when exploring what is "socially relevant, intellectually engaging, and personally meaningful to children." The basic idea

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is that organic, whole learning evolves from the interaction of the classroom participants, both children and adults. "As caring adults, we make choices for children that reflect our values; at the same time we need to keep our plans open-ended and responsive to children" (Jones and Nimmo, 1994, p.3). In emergent curriculum, both adults and children have initiative and make decisions. This power to impact curriculum decisions and directions means that sometimes curriculum is also negotiated, between what interests children and what adults know is necessary for children’s education and development. Ideas for curriculum emerge from responding to the interests, questions, and concerns generated within a particular environment, by a particular group of people, at a particular time (Cassady, 1993). Emergent curriculum is never built on children’s interests alone; teachers and parents also have interests worth bringing into the curriculum. The values and concerns of all the adults involved help the classroom culture evolve. The curriculum is called emergent because it evolves, diverging along new paths as choices and connections are made, and it is always open to new possibilities that were not thought of during the initial planning process (Jones and Reynolds, 1992). Emergent curriculum arises naturally from adult-child interactions and situations that allow for "teachable moments". It connects learning with experience and prior learning. It includes all interests of children and responds to their interests rather than focusing on a narrow, individual, or calendar driven topic. It is process rather than product driven. The curriculum is typically implemented after an idea or interest area emerges from the group of children.All toddlers and preschoolers are cared for as individuals with different needs and personalities. Each child is encouraged to communicate, explore and play and toddlers and preschoolers are given ample opportunity to exercise, create, interact and relax. So much of what children learn is learned through their playful

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interactions so I encourage a great deal of both structured and unstructured playtime. We participate in local children’s activities that include, but are not limited to; library storytime, Turf for Tots, gymnastics. The preschool program is a five day per week program M-Fri from 8:30 a.m. to noon. The rate for preschool is $385/month and the program operates in accordance with the JSD calendar and will be closed for school holidays, winter, spring and summer break, all teacher in-services and other dates that the JSD is not in session. Please refer to the JSD calendar for those specific dates. Full-time child care services are also available for children enrolled in the preschool program and the rate for preschool plus FT child care is $710/month. PT child care in addition to preschool is $585/month. This includes up to 3 days of child care/week.School-Aged CareSchool age children will be cared for in an environment where they can feel safe, secure and supported while simultaneously being encouraged to develop autonomy. Continuing to build upon the skills they have attained while being enrolled at TLC Child Care, the children will be supported as they continue to learn empathy, fairness and respect for others and their environment. They will be encouraged to be socially responsible through their interactions with others and their involvement in activities like eco club clean-ups, group hikes, fine arts camp, swimming, outdoor activities and other opportunities that promote their health and physical well-being. Play, arts and crafts, science, creative experiences, quiet time, and supervised homework guidance all make for after school learning and fun that will be more relaxed and less structured than their daily experiences in school. This approach to school-aged care is based upon the following rationale;1.Quality school age care enhances children’s development. 2.Engaging in play and leisure experiences are important for school age children – a time for fun, friends and learning.

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3.Staff in school age care are influential educators in children’s lives. The often forgotten “middle years” of childhood are a period of great growth and potential for many positive experience that can have lifelong influence upon a child’s development. Children in school age care will have opportunities to engage in leisure and play-based experiences which are responsive to the needs, interests, and choices of the children attending the program. These experiences will contribute fully to their ongoing development. 1. The Arts & Humanities (fine arts camp, Folk Fest, community field trips, museums)2. Character Development3. Health & Wellness (indoor and outdoor physical activity and nutrition education through meal prep)4. Homework Support5. Literacy6. Science & Technology (gardening, nature-based observations, animal care)7. Service Learning (volunteering, eco-club clean-ups, annual food drive)8. Social Skills Enhancement & Conflict ResolutionThe rate for full time school age care is $625/month which is billed for the months of June, July and August. The part-time rate for school age care is $500/month and this includes meals (a.m. snack, lunch, p.m. snack), transportation and full time care during Christmas/winter break, spring break, early release days, teacher in-service and other non-school days during the calendar year Sept.-May at no additional charge. AT TLC we hope to empower children to express themselves, use their imaginations, and be creative; to practice reading, writing, speaking, thinking critically, and understanding others; and to

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appreciate books, literature, place-based environmental elements. They can begin to see the importance of caring, honesty, respect, and responsibility and how those characteristics can be taught, learned and promoted. There will be opportunity for free choice, indoor and outdoor play that can be done individually or in small groups. Meals (am and afternoon snacks) will be provided in accordance with local DEC permit exemption regulations regarding the types of foods served and the preparation of those foods. Toilet TrainingToilet training is a big step in a child's development. At TLC we will assist a training toddler in their toileting needs per the request and desires of the parent and/or the child. Please refer to the following information as you make decisions about potty training your child;Readiness signs:

Your child announces when a wet or soiled diaper has occurred, and/or requests to have it changed. This shows awareness of bodily function, and also that the child dislikes the feel of a wet or soiled diaper.

Your child can express and understand one-word statements, including such words as "wet," "dry," "potty," and "go."

Your child shows an interest in the toilet or potty-seat by asking to use the potty or wanting to watch Mommy or Daddy use it.

Your child has a tendency to wet or soil their diapers at about the same time period each day, and often remains dry for longer periods (2 hours or more) during some parts of the day.

Your child shows facial expressions when wetting or soiling their diaper and may even hide in a corner or behind the couch or squat when soiling a diaper. This again shows awareness of bodily functions.

Your child is able to undress without assistance to some degree. This shows the child has some off the physical coordination needed to do the work of toileting.

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Your child is cooperative and shows an interest in pleasing parents and caregivers.

Once several of these readiness signs have been consistently observed for a few months, then it is reasonable to consider potty-training. However, even if the child acts curious about toileting and expresses a dislike for soiled or wet diapers, that alone is not enough of an indication that the child will respond well to toilet training. If the child is not interested in cooperating and following directions, then all the curiosity in the world will not prepare him or her for successful potty-training. If a child is not bothered by a wet or dirty diaper, if she is uninterested or unwilling to sit on the potty do not press the matter. Wait a few months to see if the child is more willing to cooperate at a later time. Also, if there are any major changes in the child's life (such as arrival of a new sibling, loss of a parent, a new care provider, moving to a new house, changes in the parent's work schedule, etc.) it is best to wait a few months until things have stabilized again before starting the potty training process. Starting to potty train during a turbulent time in the child's and/or parents' life only sets the stage for failure and frustration for everyone.

RoutinesA predictable routine helps children develop a sense of competence and involvement in their world. Daily SchedulesThe daily schedule for your child is a guide. It provides a framework for planning and organizing the daily routine and play activities for the children. The daily routines for children may be a little different based on the age of your child. Infants follow their own biological needs. They are fed, changed, and nap when they need it. Toddlers are changed/taken to the toilet before transitions and as needed. Adjustments to the schedule are made as your child gets older and his/her needs change. You may also notice that as your child gets older, he/she may alter his/her own 25

schedule to fit in with the group. Some common changes you may notice in your child’s behavior after enrollment in any group care situation include altered sleep/wake patterns (staying awake for longer hours or napping more frequently for short periods of time) or changes in appetite. The daily schedule below is an outline of a typical day for children in our care. Keep in mind again that, if needed, the schedule will include children’s individual needs based on their age. This is a sample that includes the different types of components on the daily schedule. Morning ArrivalPlease call and notify TLC Child Care in the event that you are running late and/or your child will be absent from care. Your family’s arrival and your leaving your child in the morning can be facilitated with the establishment of a regular routine for saying good-bye that you will do every day. Planning to stay for a few minutes before you leave for work can make the leave a little easier for some children. You can make reading a book with your child or helping him/her to get involved in an activity a part of the morning routine. Then, when it’s time for you to leave, you can have a usual good-bye place (by the door or in a favorite area in the room) and plan for a wave at the window afterwards. Some parents go to the door with their child and teacher and sing a good-bye song.

Your child may need help from a teacher. You may have to give your child to a teacher to hold as you depart. Your child may cry when you leave. If you are uncomfortable, you can call TLC/ BITW when you get to work to see how your child is doing. Usually, children stop crying and get involved in an activity fairly soon after the parent leaves.

Departure

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A transition that often gets overlooked is pick-up time. Children must now make the transition from child care back to Mom, Dad, or another caregiver. They often greet their parents with confused emotions: “I am so happy to see you” is expressed along with “I’m angry that you left me,” or “Why did come so early?” These emotions can be manifested in tantrums, refusal to cooperate, indifference to parents, a sudden need to do all the puzzles again, etc. Parents often feel confused and upset by their child’s behavior, especially if they expected the child to race into their arms and tell them happily what fun they had, and how much they missed them. This can be a difficult part of the day and needs to be given thought and planning.

The following are some considerations to take about smooth departures:

• Remember that TLC closes at 5:15 Please be on time! Even a short delay can seem endless to a child who is waiting. If you are going to have someone other than you pick up your child, please let us know in person or in writing. We cannot send a child home with anyone who does not have written authorization. • Come 5 to 10 minutes early if you want to spend time with your child and talk to the caregiver before leaving. If you arrive right at closing time, the caregiver may not be able to help you and your child leave.You are responsible at pick-up time, and at the end of the day, for your child. Caregivers will be happy to help you with the departure process if you arrive before 5:00 P.M. TLC/BITW caregivers have commitments and responsibilities at the end of the day, just as you do. Please respect the pick-up and drop-off times.

TLC Child Care Daily Schedule

Summer

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School Age classroom

Time Activity Notes7 Arrival8:00 Breakfast & morning meeting9 a.m. Camps, field trips11:30 Lunch and leisure1 Outdoors (on-site folfing,

gardening, animal care, photography)

3 Outdoors continued (snack) Creative Movement Tues./Thurs.

4 Reading, storytime5:30 departure

During the summer children will be participating in a variety of camps including; fine arts camp, soccer, baseball. Children will also be able to participate in swimming.

Fridays children will participate in the Early Learning Eco-Club Friday hikes. (Please see attached hike schedule) Children will also participate in eco-club park clean-ups.

School Year

Time Activity Notes2:30 p.m. School age transport MRCS/Glacier Valley3 p.m. Snack/afternoon meeting Kids will select and prepare

healthy snacksCreative Movement Thurs.

4 p.m. Homework help/ free choice5 p.m Science/art/ music/outdoors5:30 p.m. departure

During the school year children will have ample opportunity to participate in both indoor and outdoor on-site activities including; gardening, folf & animal care.

Infant/Toddler/Pre-K Classrooms

Time Activity Notes7 Arrival/calm free play8 breakfast9 Small group activity (circle,

reading, project)Diapering at this time

10 Recess outside play, field trip11:30 lunch1 Quiet rest time Diapering at this time3 snack Dance 3:30 Tues.4 Afternoon circle/story time Diapering at this time4:30 Clean-up

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5 Departure

Enrollment Enrollment is on a first come, first serve basis. If space is unavailable parents may add their name to the waitlist. Prior to enrollment parent must schedule an on-site visit with the Director and a facility visit. In order to reserve a space parents will be required to complete the enrollment packet and return with a 5 0% deposit which will be credited to the 1st month of full-time enrollment. There is also a one-time $25 registration fee for new applications.

Facility HoursTLC Child Care is open Monday through Friday from 7:00 a.m. to 5:15 p.m. The preschool will operate in conjunction with the Juneau School District Calendar and will be closed on all school holidays and breaks.HolidaysTLC will be closed for the following holidays;New Years Day 1/1MLK 1/17President’s Day 2/21Sewards Day 3/28Memorial Day 5/304th of JulyLabor DayAlaska DayVeterans DayThanksgiving Day and the Friday afterChristmas DayTLC will provide care on the above listed holidays if care is required for non-state, city or federal employees that do not get those holidays off.Staff In-Service 2 days annually (TBA)

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Each family is allowed 10 paid vacation days per calendar year and must notify me prior to monthly invoicing that you intend to use vacation days in a given billing period.

Annual SurveysParents will be asked to complete a brief satisfaction survey annually to help me determine the quality of the program. Your willingness to complete the survey is greatly appreciated.

Contract RenewalContracts will be renewed annually or more frequently should a change to the contractual obligations occur. Such changes include revisions to hours of care/attendance, rates/fees, provider policy changes etc.

Non- discrimination policy TLC Child Care and Early Learning Center does not discriminate against parents, children and/or employees on the basis of sex, religion, race, nationality, age, marital status or disability.

ConfidentialityFamily records are confidential and kept in secured files accessible to authorized persons only. Written permission is required to release family information. In addition, the director, care providers and other staff at TLC will not openly discuss sensitive information in front of children, parents and/or visitors.Nutrition (Meals and snacks)We will provide a.m. snack, lunch and an afternoon snack at no additional charge to the families. We post menus on the parent information board. Each meal is nutritious and balanced and all children are encouraged to serve themselves and use good table manners when eating. Family style meal service is used to help children communicate and develop autonomy and to give them control over the foods they choose to eat.Sample Menu

Day 1 Day 2 Day 3 Day 4 Day 5

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a.m. snack Cold cereal, Banana, Milk

English muffin, Peaches, Milk

Cold cereal, Juice, Milk

Coffeecake, Grapes, Milk

Oatmeal, Apples, Milk

Lunch SubwayHam/cheese

SubwayTurkey/cheese

SubwayRoast beef/cheese

SubwayBLT or Tuna

SubwayCold Cut Trio/Cheese

Snack Soft breadstick, Juice

Snack crackers, Chocolate milk

Animal crackers, Juice

Goldfish mix, Milk

Crunchy pretzels, Juice

. Meals (am and afternoon snacks) will be provided in accordance with local DEC permit exemption regulations regarding the types of foods served and the preparation of those foods. A.M. snack will be served between 8 and 9 a.m. and P.M. snack will be served between 3-3:30 p.m.. Meals (am and afternoon snacks) will be provided in accordance with local DEC permit exemption regulations regarding the types of foods served and the preparation of those foods. Subway will be providing sack lunchs and lunch will be served between 11-11:30 a.m. each day. TLC Child Care will provide milk, a fruit and a vegetable for the lunch meal. Supervision of ChildrenWhile at TLC Child Care, all children will be under the direct supervision of a teacher at all times with the exception of nap time during which resting infants and toddlers will be monitored with the use of an audio/ video camera monitor. Providers will be responsible for the care and supervision of between 1-12 children per caregiver based on the age of the children in the group and the education and experience of the caregiver. If you have any questions about the caregiver to child ratio please don’t hesitate to ask, You can also refer to the caregiver to child ratio table on page 12. Additional staff are on site to assist throughout the day School-aged children will be supervised at all times. However,

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school-aged children will be permitted to participate in activities that enable them to work independently or in small groups with minimal but adequate supervision as dictated by the type of activity.

TransportationI would like to take your child on field trips in the Juneau area. If you have signed the authorization for travel, allowing me to drive your child to and from field trip locations I will need the appropriate child restraint i.e. booster, rear or forward facing and/or convertible car seat left at my home the days your child is in my care. Otherwise we will be walking to and from locations in close proximity to my home using a double stroller for the immobile infants and a buddy system for the toddlers and preschoolers. Parents are welcome to join us on field trips and will be notified promptly so that you can plan accordingly. I am a licensed and insured driver. In addition, weather permitting, the children will be taken out for walks and given the opportunity to engage in outdoor play. I will also continue to provide after school transportation for the children in my program from their schools to TLC. In addition, all staff of TLC are responsible for transporting children on field trips and to/from school. All staff that provide this service are licensed drivers, driving registered and insured vehicles. Staff have also been properly trained in the installation and use of child care seat restraint devices.

Field TripsWe will be taking field trips and each parent will be required to sign a general field trip authorization in order for their children to participate.PreschoolTLC Preschool is a half day (9-12) preschool program that operates M-Fri. There is a $25 registration fee and the rate for 5 morning/week preschool is $385. Class size is limited to 8 children and there are two full-time teachers in the preschool classroom each day.

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MedicationsIf your child is on medication and it needs to be administered while he/she is at TLC, the medicine must;

o be in the original containero labeled with the child's nameo doctor's name, o name of medication,o dosage, and o when to be taken (Instructions for administering).

TLC must also have an Authorization form on file in order to administer the medication. TLC will provide and administer the following over-the-counter medications and topical creams with the written consent of the parent; Desitin, insect repellant, cough medication, Tylenol/Motrin, sunscreen, Carmex, Chapstick. All medication is stored out of reach of children and is only to be administered by staff trained in the appropriate dosing and/or application of medications and topical creams.

Toys/food from homePlease do NOT send your child to the center with toys, money, gum or candy. Loose change poses a choking hazard and toys may get lost, broken and or misplaced. Parents will be notified prior to any lesson and/or curricular activity that would necessitate the child brining something from home i.e. “Show and Tell”. The only exception to this rule is the use of a comfort object, blanket, wubbie and/or stuffed animal for use during rest period or during times of distress. Please label all of your child’s belongings to prevent loss or confusion over possession. In addition, please select food items that are nutritionally sound for morning arrival. Chocolate bars etc. are inappropriate food items as are other types of candy.

Discipline/Behavioral Guidance

Guidance of Children

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Our goal is to promote the child’s self-esteem through practicing positive non-evaluative guidance, providing experiences that match their developmental level and meeting their needs responsively. Supporting children’s play is important.

• Give guidance as needed, but try not to interfere in a child’s activity.

• Action is necessary if such activity is endangering him/her or some other child.

• Be positive in word and attitude when you must maintain limits. Be kind, matter or fact and composed at all times.

• Offer choices when possible.

• Refrain from discussing a child in his or her presence.

• Avoid labeling (positive and negative) or shaming a child.

DisciplineDiscipline is a multifaceted term. Parents and teachers frequently talk about and are concerned about discipline, the how’s, whys, and when’s of setting limits and helping children learn to become self-disciplined. All these terms are interrelated, and TLC has a few guidelines for dealing with negative behavior that are in keeping with both our understanding of child development and our philosophy. We use as a guide Love and Learn, Discipline for Young Children by Alice S. Honig (NAEYC, 1989).

Things to consider:

• Decide where you stand on important issues and stick to it. Consistency is a key to positive discipline:1. Choose your issues;2. Set clear, consistent and reasonable rules;3. Help children gain self-control;4. Don’t expect them to behave like adults or even older children.

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• Children do need to learn about boundaries, what is safe, what is allowed or not allowed and why. They need help learning to organize their time and energy.• Some strategies: distracting (re-direction), negotiating, ignoring, anticipating, setting rituals, and advance preparation.• Offer limited choices. “Do you want me to help with your coat or do you want to do it yourself?” (Phrase the choice so that the one you want the child to pick is last after the word “OR”).• Take advantage of children’s ritualistic tendencies and behaviors. Setting up rituals around activities gives children a sense of control since they know what to expect.• Avoid ultimatums (e.g., “You have to do __________ before I _________.”).• Avoid carrying on a fruitless, frustrating or ridiculous argument. You are bound to feel awful afterwards.• Prepare the child in advance for what will happen next (“We will read one book, then we will get our coats on.”) It often helps avoid conflict.• Motivation: “Where does your coat go?”, rather than “Hang up your coat.” Pretending you forgot where the coat goes often thrills young children.• Sometimes, picking up the child and removing him/her from the situation is the only remedy.

Discipline is deciding which things you are going to insist on. Discipline helps children cope with the challenges of daily living, to interpret their world and learn social skills.Discipline is developed with support and encouragement of positive behavior through a planned environment which provides a variety of activities from which the children may choose. Methods include reinforcement such as verbal praise, smiles and pleasant attention for appropriate stated alternatives when a conflict situation occurs.The following methods of discipline are prohibited by anyone on the premises of TLC/BITW ; any use of the described practices shall be grounds for immediate termination of staff and/or volunteers.

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No child shall be subject to physical punishment, corporal punishment, verbal abuse or threats by staff, volunteers, or parents while on TLC property. No child or group of children shall be allowed to discipline another child. Unsupervised isolation of a child is never allowed. The withholding of food, water, a nap or rest, or bathroom facilities is to never be used as punishment for a child. A child is never to be physically restricted in any way unless his or her actions would bring harm to self or others. An adult shall never address a child harshly, with intimidation or ridicule. Adults are never to discuss a child’s behavior with another adult in the presence of other children or other parents. Written or verbal reports to parents regarding conflicts or disagreements between children shall not include the name of the child who hit, bit, or pushed their child.

To enforce the boundaries and rules at TLC, the adults use the following techniques with the children:• Clear statement of the limit. (“Blocks are for building, balls are for throwing.”)• Stating expectations positively. (“The blocks are for building.”)• Redirection. (“Let’s go see what Eric is cooking in the kitchen.”)• Supporting problem-solving and negotiation between the children. (“How could you use your words to tell John that you would like to have a turn with that truck?”)• Logical consequences or choices. (“You are having a hard time playing with the blocks without throwing: You need to make another choice: do you want to play with playdough, or to paint at the easel?”)• Modeling effective ways to express feelings and emotions. (“I do not like it when you grab the book from my hands. Which words can you use to let me know that you need something that I have?” When talking to toddlers, give the appropriate script such as, “Leah, say, Can I have the book, please?”)

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There are times when all of the above mentioned techniques have been used and the problem persists. It is at these times that we might ask a child to sit quietly by himself/herself until that child can return to play appropriately. We do not have a “time-out” place and this alone time is not seen as punishment. Rather it is seen as a time to regroup. Even as adults, we sometimes need time alone to “pull ourselves together.” Children also need this, especially when they have been in a group situation most of the day.

If a child displays repeated inappropriate behavior and shows little progress toward changing that behavior, the teachers may call upon the child’s parent(s) to work cooperatively in developing strategies that will meet the child’s needs.

Any disciplinarian action that warrants calling the parent(s) will be documented and kept in the respective child’s file.

LanguageChildren are encouraged to use words to express their feelings as well as to work out difficulties. Even the very youngest children are exposed to verbal problem-solving. Teachers try to help the child put his/her feelings into words.

We also use the Three Rules of Good Behavior to promote cooperative play and communication. The three rules are; gentle touches, kind words and good listening ears.At no time will I use corporal punishment or physical measures to discipline the children in my care. I believe in gentle re-direction and positive guidance as more appropriate and effective tools for improving behavior. I will also be employing age-appropriate time-out sessions for children by seating them in the “time-out” chair or allowing them to use the “10 Spot” in order to regain their composure until they are ready to re-join the group. The following are age appropriate discipline techniques I use.

o 0-18 months modeling

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redirection clear “guidelines” for behavior

o 18-36 months age-appropriate time-out (1 minute per year for

age of child) The TEN SPOT (the TEN SPOT chair, located in an

area decorated to illustrate the number 10 and the concept of 10.

Children are directed to the chair and encouraged to take TEN deep breaths in order to regain their composure. They are then allowed to rejoin the group and/or resume an activity

Exposure to natural consequences Problem-solving assistance Clear guidelines, behavioral expectations

o 36 months-8 years age-appropriate time-out the TEN, 20 or 50 SPOT

same concept as 10 spot chair, but larger numbers for expanded learning and longer period to regain composure

Exposure to natural consequences Child-directed, teacher mediated conflict

resolution Problem-solving assistance Clear guidelines, behavioral expectations

In the event that a child’s behavior is deemed excessively disruptive to the program and/or presents a danger to myself or the other children in my care I will schedule an emergency meeting with the parents in order to address the problem and present possible solutions and or access to resources that might assist myself and the parents in dealing with the issue/s. I will deal with matters if this nature with the utmost sensitivity towards the child and his/her family and will maintain confidentiality unless the child is in immediate danger or abuse is suspected. I will operate on a 3 strikes policy in which the child/family will be given the

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opportunity to rectify the problem prior to terminating care for the child.

Other tools for effectively disciplining children;* Limit setting: Children are given basic, clear, and concise rules to guide their behavior. Boundaries and expectations expand as children develop. * Consistency: So children know what to expect, limits and expectations are consistent throughout the day and all adults respond in a similar way to conflict situations. * Tone: A kind yet serious tone delivered by intervening adults reinforces children's sense of security and lets them know the situation is under control. * Modeling: Adults clearly demonstrate compassionate, caring behaviors that set examples for children to follow. * Passive intervention: adults give children time to work through their own problems, but are there to help if things escalate to destructive or aggressive behavior. * Physical intervention: Children are physically separated if they begin to hurt each other. * Identifying/ interpreting: adults clarify problems, diffuse tension, and facilitate problem solving. * Validating feelings: Acknowledging one's own emotions and those of other children facilitates learning. * Generating options/solutions: Children are given tools to settle conflicts (negotiate, make retribution, collaborate, etc.). * Redirection: A request to stop a negative behavior is accompanied by a suggestion for an appropriate behavior to replace it. * Natural consequences: adults point out and reinforce natural consequences as they occur. Children see the results of their own behavior and begin to modify it accordingly. "You threw sand after we asked you not to. Now you need to leave the sandbox and find a different area to play in." Plan the programs as to minimize behavior problems by:* Planning a program that is appropriate for the age and individual levels of the children.  * Providing a balance between active/quiet and self-directed/teacher-directed activities.

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* Carefully planning transitions between activities.  * Focusing 100% attention on the children, guiding their behavior, facilitating their learning, interacting (including listening, listening, listening) and encouraging them as they meet and strive to overcome new challenges. 

Contact Information/Returning CallsIf TLC Child Care staff are unable to reach you at your listed contact number (home,work,cell) and/or calls to these numbers are not returned within a reasonable timeframe a call will be placed to the emergency contact on the orange emergency info. card that is filled out by each parent at the time of enrollment. TLC staff only call parents when absolutely necessary and/or to share anecdotal stories about a child.

Nap/Quiet rest periodEach child in my care will be required to rest for 1-1 ½ hours during our rest period immediately following lunch. I will provide rest mats for the toddler and preschool aged children and portable cribs to all infants. Please provide a blanket (TLC will provide this if infant/toddler does not have a special one they are particularly fond of from home), pillow (also provided if there is not a special one from home) and comfort object i.e. pacifier, “wubbie” and/or any other object that your child uses for security. For older children that choose not to sleep during this period I will allow them to partake in quiet activities such as drawing/writing, puzzles or reading. Infants will nap and eat on their own schedule We will provide safe, quiet space for school-aged children to rest while in care, but a quiet rest period will not be required of each child.

Illness/Sick Child PolicyHealth InspectionCaregivers present upon arrival of children are charged with the responsibility of performing a health check each day as children arrive at TLC/ BITW. Caregivers are to check for possible symptoms of contagious illness or disease. Parents are requested to examine their child daily, before coming to child

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care, to detect any symptoms of contagious illness or disease.

If the parents detect a contagious illness or disease, then the child shall not be allowed to be in care. It is requested that the parent notify the program of the child’s illness even if this illness occurs outside of child care hours/days.

If the caregiver detects such an illness, the child will be isolated from other children, and the parent will be notified and will be responsible for either picking up the child or arranging it so that another adult will pick up the child immediately.Wellness PolicyOur wellness policy is designed to keep children and staff healthy. As young children are growing and building up their immune system, they get ill as they are exposed to germs. Contagious illnesses spread in group care through touch and the air, which makes it very important for the ill child not to be around other children.

Keeping children healthy and not spreading contagious illnesses is the responsibility of both the staff and parents. One of the most effective ways of not spreading germs is frequent hand washing and keeping the environment clean. Another way is to ask children and staff who may be contagious to stay out of the center until they are feeling better. This may involve you picking up your child midway through the day if we suspect your child is ill and may be contagious. Using the NAEYC guidelines, the decision for keeping your child at home or for us to send your child home is based on “the comfort of the ill child, the protection of well children and staff, the resources available to the program to meet any special care that is required, and the needs of families.”

The parent or guardian shall be notified as soon as possible if a

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child develops symptoms of any illness. The caregiver will remove the child from the class, and notify the director who will supervise the child until the parent arrives. Staff or volunteers shall notify director if any child in care exhibits the following illnesses or symptoms. These children shall be excluded from care. Periods may be extended beyond this depending upon the individual conditions. Please refer to Appendix B for exclusion regulations.Illness GuidelinesWith most other illnesses, children have either already exposed others before becoming obviously ill (e.g., colds) or are not contagious one day after beginning treatment (e.g. strep throat, conjunctivitis, impetigo, ringworm, parasites, head lice, and scabies). The waiting periods required after the onset of treatment vary with the disease. Children who are chronic carriers of viral illnesses such as cytomegalovirus (CMV) and Herpes simplex can and should be admitted to child care programs.

With contagious diseases or parasites, a child must be kept at home. Some of these are lice, impetigo, measles (red or German), chicken pox, mumps and rosella.

If the doctor places a child on an antibiotic, for an ear or throat infection for example, the child should not be brought to the center until he/she has been on the medication for at least 24 hours and is fever-fee without over-the-counter medication.

If a child seems really sick without obvious symptoms, please keep him/her at home. In this case, a child may look different or act abnormally. He/she may be unusually pale, irritable, tired, uninterested in usual activities or eating. If a child becomes miserable at the center without the above symptoms and requires one adult to be with him/her, thereby leaving the other

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adults with the rest of the group, the child should go home.

Staff may also call parents if they feel a child is not able to participate in school activities (i.e. unable to keep up with daily routines, be outside with the rest of the group or is unable to participate in activities without the constant attention of an adult) and/or because of the following:• Severe pain or discomfort• Severe coughing or problems breathing• Unusual behavior for child characterized by no playing, confusion, inconsolable crying, not eating or drinking• Demanding a great deal of prolonged one-on-one attention and time.

We have developed a list in order to guide the parent's decision in whether or not your child should be in child care. Please refer to the list if you are unsure of our Sick Child policy. 1.  If your child has a temperature over 100 orally or 99 auxiliary and exhibits behavior changes or other signs that your child does not feel well enough to participate comfortably in the daily activities.  All babies less than 4 months of age with a temperature of 100, or higher, should seek medical attention.  Please keep your child home until his/her behavior returns to normal. 2.  If your child has had diarrhea in the past 24 hours, keep your child at home until the child has been diarrhea-free for 24 hours or stools are formed enough that they are contained in the diaper.  3.  If your child is vomiting, please keep your child home for up to 24 hours after the vomiting has ended. 4.  If your child has a runny nose, accompanied by fever and crankiness or difficulty breathing, please keep your child home

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until the child is acting better and fever free. 5.  If your child is experiencing itchy, watery eyes (often symptoms of pink eye), please keep your child home until the condition has been evaluated and treatment has begun. 6.  If your child is exhibits an unexplained skin rash, please keep your child home until the condition has been evaluated and treated. 7.  As parents, use your best judgment in determining your child's health.  Please take your child seriously when he/she says they are not feeling well. You, as the parents, are ultimately responsible for determining your child's ability to actively participate in the daily activities in the classroom or on the playground.  While we sympathize with the needs of each parent and their child, we must provide a healthy environment for the other children in the program.  We have instituted this policy in the best interest of all children, families and staff. We appreciate your compliance with our Sick Child Policy.  As always, feel free to call if you are uncertain about your child's condition.  As a general rule, if your child is not up to par due to illness, please keep your child at home.

Alternative Care PlansWhile there are benefits in the long run (children in groups develop more resistance to infections and illnesses) parents need to know and expect that children in child care settings are prone to illnesses through exposure to the colds, flu and contagious diseases of other children. Thus, it is important for parents to expect and plan for the “unexpected” days throughout a child’s early years when he/she will need to stay home. We ask that each family plan for back-up care in the event their child needs to be sent home from the center due to illness or is recovering and mildly ill but unable to return to the active daily routine.

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o By State Regulation, children may NOT come to day care if they are sick.

Parents will be contacted to pick up their child within the hour should the child become ill while at the Center. Parents will be required to adhere to our Sick Child Policies.

Early drop off/Late pick-upAn early arrival fee of $5 per 10 minute increment of time will be charged for drop-off prior to 7 a.m.A $5 per 10 minute increment of time will be charged for late pick-up. 3 late pick-ups in excess of 5 minutes will result in termination of care with one week notice if they occur without prior notice. Special considerations will be made for inclement weather. This policy pertains to early drop off and/or late pick up that occurs with prior notice/approval from director.

Fees and Fee payment

TLC Child Care/ Babes in the Woods Rate Sheet

Effective 6/01/2011

Full-time

4 + days/week

Part-time 3 days/week

Day rate

5 + hours

Half day rate

5 hrs. or less

Infant 0-18 mo. 795 615 $38 $28Toddler 18-36

mo.775 610 $35 $25

Pre-K 36 mo-5 yrs.

755 585 $30 $20

School Age

6 yrs & kinder entry-12

625 500 $25 $15

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yrs.

The part-time rate for school-aged children includes any holidays, Christmas and spring break, all teacher in-services, early release Mondays and any other regularly scheduled school outages. Payment is due by the 3rd of each month and families are billed in advance for the month. Payments received after the 3rd of each month will be assessed a late fee of $5/day. Late fees will be waived with written notice for late payment. There are no discounts for sick days or unplanned absences. However, each family will receive 10 unpaid vacation days per year. If there is a change to your child’s schedule and or your work schedule please let me know as consistency in this schedule will allow me to recruit and hire staff and provide these staff, along with current employees a consistent work schedule. In addition, the late fee will increase to $1/minute after 5:15 p.m. and will be strictly enforced immediately. I operate this program based on my belief that parents and families are their children’s first and most important teachers and role models and I play a secondary role. A mutual respect for the hours of operation and a healthy partnership between the care provider and the family will enable us to provide the highest quality and most individualized care possible. Please contact TLC as soon as possible to notify program of an unplanned absence from care.

You will be billed the day rate if you enroll your child on a FT basis and enter the program mid-month. The hourly and daily rates are most applicable to drop-in care or added days of care for a child enrolled on a PT basis.

PT rates are billed for 3 or less FT (5+ hrs/day) days a week

FT care is billed for 4+ FT days/week up to 9.5 hours/day.

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Contracted hours of care vary by family. Each family should adhere to hours contained within their contract in order to ensure adequate staffing during hours of child/rens attendance.

Termination of careTLC may terminate enrollment for the following reasons;

Dismissal PolicyAny child may be dismissed if:• The program cannot meet the physical, mental, or emotional needs of the child;• The child threatens the safety, health and/or well-being of others;• A formal parent conference is not attended (one requested by the director);• Tuition is late/ non-payment of fees• It is advised by a physician or child psychologist;

Parent/Guardian fails to follow proper enrollment procedures by not providing/returning required forms.

The health, safety and/or well-being of other children and/or staff is threatened or compromised by child and/or parent.

Parent/s fail to adhere to policies and procedures.In the event of a termination, a four week written notice will be given to the parent/guardian. In addition, if you choose to remove your child from the program a four week written notice is required.

Grievance PolicyIf at any time you have concerns or questions regarding the care your child receives at TLC please address them with me promptly. If you feel that there has been a licensing violation that needs immediate attention please contact the local child care licensing agency at 907-465-4756

Injuries

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Whether indoors, on the playground, or on a trip outside the facility, all of the children are watched carefully. However, accidents do occur. All accidents, regardless of how minor, will be reported to the parent verbally or in writing.If emergency medical care is necessary the Director may take the following steps: Attempt to contact parent or guardian. Attempt to contact the child’s physician. Attempt to contact the parent or guardian through any of the

other persons listed on the emergency information form you complete upon admission.

If we cannot contact you or your child’s physician, we will do any or all of the following: Call another physician. Call an ambulance. Have the child taken to the nearest hospital in the company

of a staff member. Any of the expenses incurred will be the responsibility of the child’s parents or guardians.

SmokingSmoking is not permitted at TLC Child Care. Please do not smoke from your vehicle to the main entrance and please refrain from disposing of cigarette butts on TLC Child Care property for the safety and health of the children in our program.

Disaster/Evacuation/Fire drillIn the event of a fire we will evacuate the facility, call 911 and notify parents. In the event of a medical emergency we will call 911 and notify the parent(s) of injured child and/or adult. We will then wait for the parent(s) to pick up the child and obtain appropriate medical care or we will accompany the child(ren) via ambulance or personal vehicle to the hospital. In the event of a natural disaster we will determine the need for evacuation, 48

evacuate or shelter in place and then notify parents of our location. Upon enrollment parents will receive a Parent Information card that details plans for evacuation and contact information in the event that we have been forced to evacuate either TLC. Children will be equipped with emergency whistles and a child information card which will be tucked into his/her shirt that contains information about the child, his/her family, home phone number and child care program information. All children also have a current photograph on file at TLC in the event that a child becomes lost or is kidnapped, which will immediately be released to law enforcement and media outlets with the consent of the parent.

TLC NotesPrimary evacuation site

JRC-Alaska Club

Secondary site St Pauls Catholic Church

Notification of Policy changesIn the event that policies are changed parents will be given written notice of the changes 10 days prior to the effective date of the re-written or new policy. Parents will be required to sign a form indicating their awareness and acceptance of the policy revision.

ParkingPlease be considerate of other parents and families when dropping of and picking up your children. Please use caution when driving through the lot and be aware of any children and/or families entering and exiting the facility. Please do not speed, block other people in and/ or pass the school bus when it is parked outside with its STOP sign extended. Please supervise

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your children as they enter/exit both the driveway area and the facility.

LicensingPlease refer to the “Parents Guide to Licensed Child Care” hand-out include in your parent packet for information about licensing and contact information for the Department of Health and Social Services Child Care Program Office. The local contact number for child care licensing is 465-4756.

Mandated ReportingAs early care and education providers we are required to report abuse and/or suspected abuse as outline in the following Alaska statute;AS 47.17.020. Persons Required to Report.(a) The following persons who, in the performance of their occupational duties, or with respect to (8) of this subsection, in the performance of their appointed duties, have reasonable cause to suspect that a child has suffered harm as a result of child abuse or neglect shall immediately report the harm to the nearest office of the department: (1) practitioners of the healing arts; (2) school teachers and school administrative staff members of public and private schools; (3) peace officers and officers of the Department of Corrections; (4) administrative officers of institutions; (5) child care providers; (6) paid employees of domestic violence and sexual assault programs, and crisis intervention and prevention programs as defined in AS 18.66.990; (7) paid employees of an organization that provides counseling or treatment to individuals seeking to control their use of drugs or alcohol;

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(8) members of a child fatality review team established under AS 12.65.015(e) or 12.65.120 or the multidisciplinary child protection team created under AS 47.14.300 . (b) This section does not prohibit the named persons from reporting cases that have come to their attention in their non-occupational capacities, nor does it prohibit any other person from reporting a child's harm that the person has reasonable cause to suspect is a result of child abuse or neglect. These reports shall be made to the nearest office of the department. (c) If the person making a report of harm under this section cannot reasonably contact the nearest office of the department and immediate action is necessary for the well-being of the child, the person shall make the report to a peace officer. The peace officer shall immediately take action to protect the child and shall, at the earliest opportunity, notify the nearest office of the department. (d) This section does not require a religious healing practitioner to report as neglect of a child the failure to provide medical attention to the child if the child is provided treatment solely by spiritual means through prayer in accordance with the tenets and practices of a recognized church or religious denomination by an accredited practitioner of the church or denomination. (e) The department shall immediately notify the nearest law enforcement agency if the department (1) concludes that the harm was caused by a person who is not responsible for the child's welfare; (2) is unable to determine (A) who caused the harm to the child; or (B) whether the person who is believed to have caused the harm has responsibility for the child's welfare; or (3) concludes that the report involves (A) possible criminal conduct under AS 11.41.410 - 11.41.458; or (B) abuse or neglect that results in the need for medical treatment of the child.

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(f) If a law enforcement agency determines that a child has been abused or neglected and that (1) the harm was caused by a teacher or other person employed by the school or school district in which the child is enrolled as a student, (2) the harm occurred during an activity sponsored by the school or school district in which the child is enrolled as a student, or (3) the harm occurred on the premises of the school in which the child is enrolled as a student or on the premises of a school within the district in which the child is enrolled as a student, the law enforcement agency shall notify the chief administrative officer of the school or district in which the child is enrolled immediately after the agency determines that a child has been abused or neglected under the circumstances set out in this section, except that if the person about whom the report has been made is the chief administrative officer or a member of the chief administrative officer's immediate family, the law enforcement agency shall notify the commissioner of education and early development that the child has been abused or neglected under the circumstances set out in this section. The notification must set out the factual basis for the law enforcement agency's determination. If the notification involves a person in the teaching profession, as defined in AS 14.20.370 , the law enforcement agency shall send a copy of the notification to the Professional Teaching Practices Commission. (g) A person required to report child abuse or neglect under (a) of this section who makes the report to the person's job supervisor or to another individual working for the entity that employs the person is not relieved of the obligation to make the report to the department as required under (a) of this section.Parental AccessTLC has an open door policy and we highly recommend parent participation in your childs day as a field trip chaperone . Feel free to visit during the day and if you are in the neighborhood drop by an eat lunch with your child. Quiet rest period will be scheduled from 1-3 so keep in mind that during this time period your child

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might be sleeping. Having visitors during this time can be disruptive to the schedule so please keep that in mind as you plan your visits. I also encourage nursing mothers to come in and nurse as often as possible while their infant is in care. TLC provides a quiet and private space for nursing and we will accommodate nursing mothers to the best of our ability.

Parental Involvement/CommunicationCommunicationThe building of a relationship between parents and teachers is the foundation for the child’s positive experiences while in care.. We encourage you to talk openly with caregivers in order to establish this relationship. Continuity between home child care is essential to providing a meaningful experience for your child. It is important that you tell us about any changes or special activities in the home. The more familiar we are with your family, the more understanding, supportive and helpful we can be.Please inform caregivers of any changes (e.g., one parent has to take a trip, illness in the family, moving [even a short distance], parents changing jobs, etc.) before or when they happen. Changes at home often lead to changes in behavior while in care. We can care for and work better with your child if we are aware of the changes at home. It is of utmost importance that you notify the director of any changes in address, phone numbers at home and at work, caregivers or emergency phone numbers.Parents are welcome to visit their child’s anytime. We encourage parents to spend time with us. By spending time here you communicate to your child that it is a place for your whole family and not just for your child. As parents build relationships with each other, the staff and the other children become a kind of extended family for each other. This is one of the benefits of an open door policy in group infant and toddler care, so please feel free to join us for lunch or just come for a visit. Because we participate in so many activities both on and off-site is

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recommended that the you notify your child’s caregiver if you would like to join us during the day. A phone call to check in and see if we are here before you drop-in is always a good idea.

There will be opportunities for you to be involved in your child's care and preschool education. You are encouraged to participate in activities that foster the building of a healthy parent/provider/child relationship. Some ways for you to be involved include:

Chaperoning on field trips. Lending objects for units of study. Coming and talking about your job when asked. Helping your child at home with the concepts we are

studying here (ideas for this are often provided in our quarterly newsletter).

Helping your child prepare for "Show & Tell" or "Mystery Box."

Helping to provide treats or other items for our parties.

Photographing PolicyAt various times through out the year, we will be taking photographs and/or videotapes of the children for educational and decoration purposes (e.g. we post photos on bulletin boards, in cubbies, on the website etc.). Please be aware that we allow parents to come in to also photograph and/or videotape. We require permission from the parent and/or guardian to photograph, videotape, or publish photographs in newspapers and other such types of correspondence through the school board on a local, state or national level. We also use FACEBOOK as a medium for open communication with all child care families. We frequently monitor the security settings to ensure that children and families are being protected with regard to their privacy online. I will make my security settings available at any time per parent request.Contact Us

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Feel free to call and/or drop in for a visit or email us with questions, concerns, schedule changes and other pertinent information. Inclement WeatherIf the weather conditions are unfavorable to outdoor play (heavy rain, very cold temperatures (less than 20* and/or a combination of wind, rain and cold weather less than 35* children will be kept indoors for their own safety and well-being. Blizzard conditions and/or extreme, dangerous weather with high winds will prohibit us from being outdoors. We will make every effort to play and explore outside so please send your child with appropriate foot wear and rain and snow gear should weather conditions require them.Television/ Movie Viewing/ video game and computer usageThere is a television in the program and we will be using it to watch educational videos and DVD’s during certain periods of your child’s day. The television will not be on for more than one hour each day. If you have an educational video or age-appropriate movie you would like to share please feel free to bring it on Fridays, as that will be are movie and popcorn day. I own a computer with access to the internet. Children may use the computer to access educational sites such as PBS, Nick Jr. and Sesame Street. School age children may use the computer for educational purposes with supervision.Contractual agreement for careTLC Child Care has entered into contractual agreements with each family that it serves. If your contracted hours of care do not meet your needs please speak with the program administrator about contract renewal so that the contract accurately reflects the hours of care needed. Staff is required to be on-site based on the contracted hours of care so please be as accurate as possible regarding the days and times of attendance for your child.Conclusion In conclusion, welcome to TLC. We look forward to building a healthy relationship with your child and your family with the 55

intent of providing a positive and high quality early care and learning experience.

Parent Acceptance/Acknowledgment Form

Dear Parent;After reading the TLC Child Care Handbook please return this form to the director.

I have read and agree to abide by the contents of the program handbook and will discuss questions or concerns about the material contained within the handbook with Samantha Adams (Director).

__________________________________________________________________________ __________________Child(ren)’s Name(s) Date

___________________________________________________________________________ ___________________Parent/Guardian Signature Date56

_________________________________________________________________________________ _____________________Parent/Guardian Signature Date

__________________________________________________________________________________________ _______________Director Date

Appendix

Samantha D. Adams4360 Taku BLVD.Juneau AK 99801

907-463-1519

Objective: To work in the Early Childhood Education profession in a teaching and/or administrative role

Education: Bachelor’s Degree in Society and Technology with an emphasis in writing, minor in Professional and Technical Communications; Montana Tech of the University of Montana-Butte, MT December 2002

M.S. in Technical Communication from Montana Tech Butte, MT Expected; December 2011 - Cumulative GPA 3.10

Experience:Sam Adams Design- Juneau AK January 2010-present

Photography Videography Graphic Design Stationery design and sales Participate in summer J.A.M. Certified Artist in Teaching

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TLC Child Care-Juneau, AK-October 2006-present Manage day-to-day operations of licensed child care group home Provide direct care to children ages 2 months to 8 years of age Supervise several employees and provide mentoring Organize grant, food program and attendance paperwork Keep all pertinent records Participate in relevant professional development training opportunities Create parent handbook, staff hiring and retention materials, emergency/disaster handbook and all other pertinent policy and procedure manuals

Noah’s Ark Kinder Care and Preschool- Juneau, AK- August 2006-October 2006 Provided administrative assistance to center owner Oversaw and coordinated candidate hiring, orientation/training and termination of center staff Organized grant, food program and attendance paperwork Provided direct care to children ages 10 months to 6 years of age

Writer, Videographer, Narrator, Producer Wrote script for promotional video for Montana Early Childhood project Created video using moving images and still photography Narrated script content Produced video titled, “The Montana Early Childhood Practitioner Registry:

What’s In It For Me?” 2005

Child Care Provider – PFL Child Care – Livingston, MT– June 2004 - June 2005 Provided care for children ages 6 weeks to 6 years of age Prepared meals and snacks Led children in games, singing and storytelling Supervised outdoor play and walks Planned and developed weekly preschool curriculum Supervised summer hires and instructed them in the care of infants and toddlers

Technical Editor/ Writer – Butte, MT- April 2003-August 2003 Wrote and edited material for an educational CD- ROM Worked collaboratively with a team of writers, photographers and editors to

produce “The Richest Hill on Earth-A History of Butte, MT”

Child Care Provider – Butte, MT- September 2000- May 2003 Supervised two children, ages 9 and 11 Maintained an activities schedule Planned and conducted crafts and projects Provided transportation, meal preparation and light housekeeping

Grant Researcher- Butte, MT- May 2002-August 2002

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Located funding sources for environmental education tools via the internet Prioritized sources based on date, funding type and amount and funding

organization Began pre-emptive grant writing process

Freelance Editor – Butte, MT September 2001-September 2002 Edited Master’s students theses in areas of content, mechanics and style. Theses

included “Evaluating High Rate Water Fracs and Frac Packs in the Gulf of Mexico: Standardized Quantitative and Qualitative Analysis” and “Plugging Mechanism of Ultramicrobial Bacteria in a Waterflooding Environment”

Provided technical editing expertise to fellow students. Projects included, but were not limited to, memos, theses, senior design papers, progress reports and term papers.

Data Specialist Intern – St. James Healthcare Butte, MT April 2000-July 2000 Collected healthcare data and demographic information from a variety of

healthcare providers and community based wellness organizations Compiled data into an annual summary Edited the document prior to final printing and distribution

Reporter/Sports Writer/Photographer, Technocrat (MT Tech publication), Butte, MT Sept. 1997-May 1999

Conducted interviews Photographed pertinent subject matter and images Submitted articles per deadline for weekly publication

Preschool Teaching Assistant – TLC Academy Preschool, Missoula, MT May 1998-August 1998 Provided assistance to the head teachers in planning preschool curriculum Supervised field trips Wrote monthly newsletter Provided basic care to children ages 6 weeks to 12 years

Special Skills/Certifications: Possess CDA credential (renewed in 2010), Infant/ Child & Adult CPR, First Aid Certified, Alaska Dept. of Environmental Conservation Food Worker Card , membership in NAEYC, ACA, NAFCC, AFCCA and NAA. Level 6 on the Alaska S.E.E.D. registry and 300 hours of training in Early Childhood

Relevant Course Work:Social Psychology Business

ManagementReporting/Journalism Child Growth and

DevelopmentDigital Imaging Statistics Human Development Marriage and the FamilyTechnical Editing Microcomputer

SoftwareTechnical Report Writing

Communication Consulting

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Group Dynamics Public Speaking Professional Ethics Business and Professional WritingDevelopmental Psychology

Early Childhood TrainingsIt’s All About Relationships-20 hour training moduleOverview of Early Care and Education 20 hour Art Experiences in Early Childhood 1.5 hrChildren Moving and Growing 20 hourInfant Toddler Symposium 6 hourHealth and Mental Health Connections 7 hoursTeaching Harmony 2 College creditsWorking With Challenging Behaviors 2 hourInfants and Toddlers in the Natural World 2 hourBabes in the Woods Project Oct. 2010-January 2011Cultivating, Coaching & Crucial Conversations THREAD training March 2011 4 hoursWellness in Alaska Child Care workshop April 2011JUMPP Health and Mental Health Prevention Connections 2010 Full Day Seminar

AccomplishmentsCompleted the Juneau Teaching Artist Workshop series (Fall 2010)

Presenter 2009 AEYC-SEA Annual Conference “Cultivating Creativity in Adulthood: Tips and Techniques for Finding Your Inner Child”

Presenter May 2009 AFCCA Annual Conference “Cultivating Creativity in Adulthood: Tips and Techniques for Finding Your Inner Child”

Presenter March 2011 AEYC-SEA Annual Conference “Sam Adams Guide To Grand Adventures in the Rainforest We Call Home- All I Needed To Know I Learned Outside”

Published in Lattitude August 2010 and October 2010

Second Place winner in Every Child matters. Org video competition for advocacy video titled, “Sound Investing: It’s In Your Hands” (2010)

AAEYC Children’s Leadership Day Training 4 hours 2008

2011 AEYC-SEA Educator and Advocate of the Year

ExhibitsJuneau City Museum 12 x 12 Community ExhibitAWARE Healing Arts Gallery Show at the Silverbow 2011

Upcoming Western States Leadership Network June 2011

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