parent handbook 2014-15...about the growing place our mission statement the growing place is...

Parent Handbook

2014-15

Revised March 2014

Parent Handbook 2014-2015 (revised 2014)

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About The Growing Place Our Mission Statement The Growing Place is committed to providing young children with an exceptional quality, all day, and year round education program. We are a learning community sustained by a close collaboration of parents, teachers, and students. Our Philosophy We believe that children are competent learners, capable of engaging fully with ideas and the world around them. We are committed to hiring, developing and supporting the best teaching staff possible. Teachers and children research and co-construct knowledge, foster curiosity, experiment, and use many languages to express ideas. Teachers use documentation of the process of learning to revisit the children’s ideas and to include parents in the life of the school. Through the continuing evolution and enrichment of The Growing Place sites we acknowledge the role of the environment in the children’s development. The Growing Place believes that education should focus on each child in relation to a community of others rather than each child in isolation. Our curriculum emphasizes the development of children’s social skills, including building friendships, respect for others, conflict resolution, and advocating for one’s needs and ideas. Our goal is to promote self-esteem and problem solving abilities, which help children gain the confidence to face new experiences. We value diversity as reflected in our tuition assistance program, curriculum, and the tools our children learn to use to address each other’s differences. The Growing Place helps children develop a positive disposition towards learning, which provides a foundation for academic success. Through collaboration with other schools, agencies, and an extensive mentoring program for students of child development, we support the field of Early Education in our community. How We Work With Parents and Families Parents are a child’s first and most important teachers. Families provide a context for learning that is different from school. Parents provide the emotional base from which a secure child can move out into the world. It is the job of parents to encourage the child as they reach for each developmental milestone. For example, replacing bottles with hugs to

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provide comfort, moving from gestures to language to express feelings, and exchanging diapers with toilet learning. Self-regulation, communication, and respect for others begin within the family. Parents transmit to each child their unique family history, identity, and values. Parents know their child as individuals and family members, which are a different identity than the child’s role in a group of peers. Parents entrust their child to our schools for but a brief period while parents have a life-long relationship. Teachers play a different role. At The Growing Place, teachers provide opportunities for children to interact with adults outside of the family. Our staff members are Early Childhood Educators trained to facilitate learning with young children. Teachers have the responsibility and skills to work with children in a group, helping them to learn problem solving, perspective taking, and multiple ways to communicate their ideas and feelings. Parents begin with a singular focus on their child and teachers help broaden that focus to building community from the needs, desires, and ideas of many children and families. Teachers rely on parents for information about their individual child, their goals, family values, and traditions. Parents rely on teachers to observe, document and share the learning process of the classroom. Together we educate not only all the children but also each other. How Children Learn: We believe that children develop and grow to their fullest potential in an environment that is emotionally secure, socially complex, and educationally challenging. When the children interact with the people and objects in their world at the appropriate developmental level, they make permanent progress in the cognitive, language, motor, and socio-emotional areas. As each individual child makes discoveries in the process of playing and “messing about” with other children, he or she is learning how the world operates and how to have power in it. The encounters with other children who think differently, especially within the compelling relationship of friendships and small groups, provoke cognitive dissonance. The learning from interactions with peers, materials, and skilled teachers, becomes part of the child’s cognitive structure. Then the next time the child encounters a similar situation or problem, he or she is able to use not only the information learned, but with guidance from skilled teachers, also to know the process that was used. Being able to use these processes in new environments and in novel situations is a skill children need to have to face the challenges of the future world in which they will live.

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Our Goals for our Learning Community:

● Provide a working environment with a strong emphasis on professional collaboration and opportunities for growth that will attract and sustain skilled teachers and staff.

● Develop effective ways to collaborate with parents so they will become integral to the life of the school.

● Help children form meaningful relationships with both adults and children, to have fun, feel valued, and learn that school is a place they can be successful.

● Support parents in developing community with each other. ● Recognize the competencies of children and provide educational

experiences that support language, cognitive, social, emotional, aesthetic, and physical development.

● Offer an environment rich in possibilities, materials, and ideas with spaces that support and enhance connections and relationships.

● Foster problem solving and diverse ways to express ideas and feelings both among children and adults.

● Illustrate the learning process through documentation. ● Allow time for play and meaningful opportunities for reflection.

Our Program Arrival and Greeting Time This is the period for learning about trust. Children take their cues from the adults that the center is a safe and interesting place to be. A team of teachers, all of whom will develop close relationships with your child can support your child’s movement into the group after saying good-bye. Parents who use routines consistently, for example: talking to their child on the way to school every day, having the child assist in putting away personal belongings, connecting with one of the teachers, and saying good-bye using whatever ritual you and your child have developed, are usually successful. It is important that your child sees you go and that your child is left in an area directly under a teacher’s supervision. Arriving before children gather for meeting time (9:00 am) allows teachers and parents to make brief connections. Meeting Times

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The Growing Place gives value to the ideas of children; morning meeting is critical. This is where teachers help children reconnect with the focus of their previous work and plan for the upcoming day. We request that you arrive on time and say goodbye prior to morning meeting. Before lunch, a second meeting, called the reflection meeting, allows children to revisit their experiences by presenting their work and by listening to other children present theirs. If any meeting is in progress, signified by a closed door, please do not interrupt. You can remain with your child on the yard or seek out a staff member in the office to be with your child until the meeting is over. Small Group Work Small group work is based on interests and skills of the children. Teachers this time to observe, document, and sustain learning by using intentional language to help the children understand the process of their learning. Teachers make careful observations and ask questions that stimulate thinking about how else ideas might be expressed. New materials may be presented as a provocation to a new approach, idea etc. Our teachers help children focus on the process of learning, rather than a product. Children who are not working directly in a small group choose activities in the classroom centers where they learn to work and play together. Children may weave in and out of small group work throughout the year. Outside Exploration Times Outdoor play provides an opportunity for children to learn the important skill of getting along in a group. For example, waiting for a turn on a tricycle can be a frustrating experience, but it also provides an opportunity to use words to ask for a turn and figure out that there are lots of other interesting choices while you wait. Children learn to take risks and challenge themselves physically on the large motor play equipment. The sandbox, climbing structure, garden, art materials, and other equipment outside are designed to promote playing together. Outside activities can be as big and exuberant, or as quiet, as a child wants them to be. The teachers in this setting model extensively how to use words to solve problems and work with the children to encourage co-operative play. Meals, Transition and Rest Times The goals of these times are to help children be independent in meeting their physical needs and to enjoy the pleasures of eating and socializing with peers again in small groups. Young children need to learn to self-regulate and self-nurture. Sleeping at school, hand washing, toileting,

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managing their own snack and lunch promotes these behaviors. Parents provide nutritious lunches with appropriate portions for young children to manage. We do not have the capacity to heat lunches. Teachers are deeply engaged with the children during these times. Enrichment Classes Parents volunteer to share their passions and talents by working with small groups of children over an eight-week period in a particular content area in the late afternoons. Parents who cannot commit to a regular group are invited to sign up for an afternoon book sharing. We work with parents to determine if these commitments are acceptable for the children, parents, and program. Please check with your child’s teacher or program director. Movement and music are offered in the afternoons (budget permitting). Reuniting at the End of the Day A successful reconnection between children and parents is the goal of this period. The teachers work hard to create positive experiences for children and parents. All have worked hard and face the additional challenges of the evening ahead. The staff will offer the children a quiet indoor activity so that each child may leave the group without having a large cleanup job. This is an opportunity for parents to reconnect with their child, show interest in their play, and reach the documentation that provides glimpses of the life of the classroom. Information that needs to be shared between parents and teachers at this time of day is usually done with phone calls, e-mail and notes. There are individual parent mailboxes with important information that should be checked daily. Please observe all indoor and outdoor safety rules when walking your child out of the center. Typical Daily Schedule - (Check your child’s classroom for their specific schedule) Children are welcomed between 7:30-9:00. Teachers may assist parents with separation and help children integrate into play with peers. Our core learning hours are from 9:00-11:30; children participate in morning meeting, work-time/small group work, and reflection meeting – collaborative experiences and on-going investigations. Children play outdoors and enjoy their lunch brought from home between 11:30-1:30. Children rest/nap from 1:30-2:30.

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Between 2:30-5:00, children may participate in snack, outdoor play, specialty classes (music and movement), outdoor classroom activities, classes offered by parent volunteers (cooking, woodworking etc.) and afternoon reading. Children present between 5:00-5:45 make choices in the classroom. Children reunite with parent(s) at 5:45. Our centers close promptly at 6:00. Children may NOT be brought to school between 11:30 AM and 2:30 PM. THERE IS NO EXCEPTION TO THIS POLICY, (Except in our Willow Room) Parental Involvement It is important that your child sees you and the staff of The Growing Place as partners. A staff member may be a friend to your child who is interested in his well-being, happiness, and development, but he or she is no substitute for you as the parent. In order to make this partnership a reality, your child needs concrete evidence that we are working together. Participation Opportunities Your tuition contract requires that each parent participate in at least one school maintenance day (“Pitch-In Day”), commit to one GP Friends Committee, one Teacher Appreciation Celebration Committee, work one Dino Fair shift, and participate in our fundraising efforts. We call upon parent talent to enhance the life of our school. Our Blog We have an online blog designed for our current families that is a central location for parent information, rosters, forms, calendars, documentation from the classrooms and more. As part of our enrollment process, we register you for the blog in the fall and subscribe you to receive the weekly digest via email. Visit our blog at www.growingplaceblog.com! Your username is your email address and the password is the address of your campus: 401ashlandave, or 1406marinest. You may change your password on the blog.

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GP Friends Through the parent association (“GP Friends”) at each campus families are invited to events including pot lucks, camping trips and trips to local museums in the community. These give parents a chance to connect, form relationships and share ideas about child rearing. Please attend to communications from GP Friends for dates and times. Don’t miss this important free resource for you and your family. Parent Library The parent library located at both sites contains parenting/child development reference books, current articles, and other materials you may be interested in looking over and contributing towards. Parent Education and Connections We welcome the opportunity to discuss your child’s progress along with your concerns and comments at any time. Teachers on the yard or in the classroom, however, have the responsibility for a whole group of children. Therefore, it is often necessary to schedule a conference or place a phone call in order for your child’s teacher to have the time to talk with you in detail. Regular conferences will be held in the spring and fall for each child, and if two parents are involved in raising the child, both parents are required to attend or we will not hold the conference. Each conference is 45 minutes. Four parent-teacher dialogues focusing on current work in the classrooms are scheduled during the year, in addition to periodic parent education classes with visiting speakers. Please see our blog and look for flyers for more information regularly. Fundraising As a non-profit program, we are required to raise funds to cover the costs which tuition does not cover. We offer a number of special services for parents and children that are paid for through fundraising. Our ability to serve families of a variety of economic and ethnic backgrounds is directly linked to fundraising for our tuition assistance program. Any improvements in the site, including new play equipment for the children, creating green spaces, etc. comes from fundraising. It is imperative that every family participates in:

• Annual Investment Campaign • The Growing Place On-line Auction and

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• Dino Fair (OP parents) or Teacher Appreciation (MP parents). School Policies Drop off and Pick Up Time Drop Off We open at 7:30 am and welcome children at that time. TGP recommends that all children be present for morning meeting. Good byes should happen by 9AM on a regular basis. Children must be dropped off NO LATER than 11:30 AM (sharp) based on TGP’s school clock. TGP does not permit children to be dropped off between 11:31 AM and 2:30 PM (exception: Willow Room). We are happy to welcome children that have missed our morning at 2:30. This policy preserves our commitment to children – drop offs during our transitional times (lunch, nap, teachers on lunch breaks) are challenging for children and our staff. Pick Up Parents may pick up their children at any time. Closing procedures begin at 5:45pm and our centers close promptly at 6 PM sharp. A late pick up is a serious violation of your child’s trust. In addition, our staff has their own families and commitments, and our center must close as stated, required by licensing. Late fees will apply to any family on campus after 6 PM and will be paid directly to the supervising staff members. Twenty dollars ($20) is assessed for the first fifteen minutes (or any portion of the 15 minutes), and an additional $20 for each 15-minute interval or portion thereafter. TGP reserves the right to terminate a family’s contract for consistent late pick up. Illness or Early Pick Up Children occasionally become ill or injured at school and require an early pick up. The Growing Place requires accurate contact information for each parent and additional persons to be called to pick up your child should the need arise. As we are a group care setting, 1:1 care cannot be accommodated. Parents should be prepared to pick up their child within 30 minutes of a call from TGP in the event of an illness or injury. We will care for an ill/injured child for up to 30 minutes; after this time, a late fee will be applied at $1 per minute.

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Health and Safety The following procedures have been adopted due to our sincere concern for your child’s well being, as well as city and state regulations, which we are required to observe: Sign In/Sign Out Licensing requires children to be signed both in and out each day using a complete signature. No child will be released to a person not authorized by the parent on the emergency card. Please be sure anyone picking up your child has photo identification. Individuals authorized for pick up must be over the age of 18. Once a child has been signed out, TGP is no longer liable for the supervision of that child, please be mindful of this policy. Immunization Records Each child enrolled at The Growing Place is required to have an updated immunization record on file. We strongly encourage and support the Center for Disease Control and the American Academy of Pediatrics position on immunization for young children enrolled in group care. The Growing Place Illness Policy If your child shows signs of an oncoming illness, please keep him or her home, both for your child’s well-being and for that of the other children, teachers and their families. Please refer to our illness policy. Certain communicable diseases, including head lice, require a doctor’s release before the child may return to school. Please call the center or inform the center if your child has been diagnosed with a communicable disease so we may inform our learning community. The following are guidelines for when you should keep your child at home from school. They have been developed with four concerns in mind:

• The comfort and need of your individual child. • The needs of all the other children and the functioning of the group. • Staff time and energy available to appropriately care for a child that

does not feel well, as well as staff members needs to protect their own health.

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When a child does not feel well, it is a time for very open communication between parents and staff. It is often a difficult time for both, but usually it is in the best interest of the child to receive care as soon as possible so that the symptoms may be alleviated and the risk of infection of others is controlled. Pediatricians advise that most young children can be expected to get ten to twelve respiratory or gastrointestinal illnesses a year. We encourage families to have a back up plan for when these instances arise. Our basic criterion for keeping children at home is: when for whatever reason they need one on one care and cannot participate in the program both indoors and out. Please keep your child home, or, we will call you to pick up your child if:

• Child is breathing rapidly, noisily, or with effort • Child has a fever higher than 100 F • Child has two or more loose bowel movements in 24 hours • Child vomits more than once in 24 hours • Child has a persistent hacking cough • Child has a severe runny nose that is more than usual for the child • Child has a contagious disease (Physician’s note required to return) • Child has head lice or nits • Child has an unidentified rash or sore (Physician’s note required to return) • Child feels uncomfortable, is pale, irritated, listless, very tired, i.e., cannot

fully participate in the program A child may return to school when they have been symptom free without the aid of medication for 24 hours When in doubt about your child’s health, you should contact your child’s physician and please share with them that your child is in group care. Daily Health Inspection We are required to check each child daily for symptoms of colds, over-fatigue, head lice, pink eye, and other contagious diseases. You will be called to pick up your child if he or she shows any signs of illness. Children may be isolated in the office until you arrive. In the event that you cannot be reached, we will notify the person listed on your emergency card. As noted previously, children needing an early pick up due to illness will be cared for up to 30 minutes; after this time, a late fee will be applied at $1 per minute. Medications

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Staff will administer medications ONLY once a day before lunch, provided they are clearly marked, in the original container, accompanied by parent permission slip. All medications should be placed in the medications basket in the refrigerator. Medications will be disposed of if not removed by the parent by Friday of each week. Medication may not be stored in a child’s lunch box. For children under the age of 2 years: all medication (prescription or over-the-counter, including ointments, diaper-rash cream, teething aids, homeopathic medications etc.) must be accompanied by a physician’s authorization. Authorization must include the dosage and frequency schedule. First Aid When a simple injury occurs, we will care for it at school and an accident report will be put in your parent mailbox. If a more serious injury occurs, you will be notified via phone. If necessary, the directions you have designated on your emergency card will be followed. First aid kits are located in each classroom and on individual yards at Marine Park, and upper and lower yards at Ocean Park. Community Emergencies In the case of an emergency in the community (fire, earthquake, severe storm, etc.) our staff will stay with your children as long as necessary. We require each parent to provide an emergency kit with clothing and any necessary medications. The Growing Place will provide food, water and other emergency supplies. Children will be released only to parents or their designated representatives during an emergency. Fire/earthquake/safety drills are held monthly and the teachers are trained in emergency procedures. A copy of our emergency procedures is available from the office. Nutrition Children need fresh healthy foods, high in nutrients, to sustain themselves in our program. Nutritious snacks are provided 4 times daily. Typical foods include fresh fruit, low-salt crackers, vegetables, etc. Children sometimes cook snacks as part of the curriculum. Parents who have children with identified food allergies should provide alternative snacks. Lunch should include healthy food choices and packed in reusable containers - we request trash free lunches. We provide low fat milk (whole milk in our infant classroom as required by DSS). If you do not want your

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child to have cow’s milk, you may provide alternative milk or your child will be given water. Do not send juice or include nuts, nut butters, highly sweetened foods or fast food options in your child’s lunch. As per NAEYC requirements, we will not serve children under 4 years of age in our program: hot dogs (whole or sliced into rounds), whole grapes, nuts, popcorn, raw peas, hard pretzels, spoonful’s of nut butter, or chunks of raw carrots or meat larger than can be swallowed whole. Staff will cut foods into pieces no larger than ¼ inch square for infants and ½ inch square for toddler/two’s, according to each child’s chewing and swallowing capability. We do not keep opened food. All uneaten food is sent home daily in the lunch box. Ensure your child’s lunch box is cartoon/media free. Allergies Families may inquire about allergies and environmental health needs. The Growing Place will make changes or precautions when possible, in accordance with the recommendations of certified health professionals. Smoke, alcohol and weapon free environment In order to ensure the health and safety of our community, smoking, weapons, alcohol, and the use of drugs (other than by written prescription from physician) are not permitted on the school property. Additionally all laws apply as required by the Santa Monica School District and State of California, Title 22 Regulations. Playground and Program Equipment The Growing Place playgrounds and equipment are designed for children currently enrolled in the program. Any children NOT currently enrolled must stay within close range of their parent or guardian and refrain from using The Growing Place playground, equipment and materials. Clothing and Shoes While at school, your child participates in busy, active, messy play. Please send your child to the center in play clothes that will be comfortable, easy to remove in the bathroom and easy to wash at home. Shoes must be safe for climbing, running, must fully support the foot, and have rubber soles. Tennis shoes with Velcro are best! High tops and open toe shoes are not permitted. Socks must be worn for health and safety reasons with any

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shoes or sandals. Rain boots may be worn on rainy days only. Outerwear should be easy to take on and off and clearly marked with the child’s name. Each child must have a set of clothes including pants, shirt, underwear, and socks for spills and “accidents”. These need to be replaced the day after they are sent home soiled. Children do not feel comfortable in wet clothing. Sunglasses and umbrellas are not permitted at school. Hats are allowed for sun protection and must be stored in the cubby and be clearly marked. Media Free At The Growing Place, we want children to find their personal powerful from within, not from what they wear. Please refrain from having your children wear or bring "powerful" clothing, shoes, lunchboxes, lovies and any other articles of belongings with characters (both superhero types as well as princesses) so that we can encourage the children to access that personal power from themselves and their ideas. Growing Place children wear solids or patterns free of media images or slogans. We realize that this means planning ahead and having a conversation with your child and we recommend that you have a discussion about this at home and together decide what can be worn to school. Child Abuse Reporting The child abuse laws specify that all childcare staff are mandated reporters if abuse or neglect is suspected. While we are advocates for children, we are also advocates for parents. Our goal is to provide support to families undergoing stress. (Our directors will be happy to assist parents in finding resources to help them in dealing with crisis). Should we suspect abuse we will document any incident, bring it to the attention of the parent and report it if warranted. Developmental Screening and Goal Setting Before your child starts our program, we hold an intake meeting for you and your child’s new teacher to discuss your child and become more familiar with who they are. As part of our NAEYC accreditation requirements, we have also implemented a standardized screening instrument called the Ages and Stages Questionnaire (ASQ) relating to overall child development. This is a tool that teachers will be using as part of your child’s conference in November. Because a teacher’s perspective

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is that within the school environment, we also ask new parents to prepare the ASQ report as part of the registration packet, so that we will then have a more complete perspective from your observations at home, combined with the teacher’s observation at school. As previously mentioned, parent-teacher conferences are held in the fall and spring to discuss your child’s strengths and to focus on goals we would like to set for further development. We prepare conference forms highlighting our observations along with documentation of your children’s ideas and work. Video clips of your child engaged are often used to illustrate your child’s progress and learning. Schedules for conferences are posted two weeks prior so that you can plan accordingly and are about 45 minutes long. Developmental Concerns The Growing Place is committed to work with all children of all abilities who can be reasonably accommodated in our programs. What we know about the early years in human development and particularly brain development is that learning occurs in the context of relationships. A child is more likely to learn new behaviors and increased self-regulation from someone who knows and cares about them, usually their parents and teachers. In addition, when a child is struggling in any area, significant changes can be made when a child receives therapies and interventions from specialists during the early years targeted specifically to the individual child. We also know that under federal law every child under the age of five has a right to obtain the services needed. Obtaining these services can be challenging as several agencies are involved, depending on the age of the child. At The Growing Place, we engage in careful, consistent documentation as a routine part of our early education approach. Because the Growing Place teachers and administrators are Early Childhood Educators, not diagnosticians, we retain consultants to assist our teachers in observing children in interaction at school. When we are concerned about a child we request help from our consultants, both mental health and developmental specialists, to analyze our context at school and teaching strategies in order to try and individualize our approach so that every child has the maximum opportunity to be successful. Our consultants also assist us in sharing information with parents and making appropriate referrals. The Growing Place subscribes to the professional code of ethics for Early Childhood Educators, so it is our ethical duty to share our concerns about any child with the parents. We have an established process with regards

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to children with developmental concerns; please see your site director for more details. Role of the Mental Health and Child Development Specialists Employed by TGP The Growing Place contracts these specialists as consultants to the administration and teaching staff. Specifically, our consultants observe in particular, our environments, teaching practices including how the teachers and staff interact, engage and accommodate all of the children, review screenings, in particular, when the ASQ indicates areas of concern, watch for children who seem to be struggling in our group context, talk to teachers and staff, and make recommendations for any next steps. They do not do observations as part of an evaluation or make diagnoses in their role at The Growing Place, nor do our teachers or staff. TGP may recommend additional observations, an evaluation or support services in order for your child to meet his or her potential. If you choose not to seek such services or seek services that are not sufficient as determined by TGP in its sole discretion, TGP reserves the right to terminate ta family’s contract. Miscellaneous Policies Fee Schedule School-year tuition is based on the cost of providing a 12-month program and may be paid in full upon enrollment or in 12 equal installments. Refer to our website for current rates. For families that choose to divide their tuition into monthly installments, tuition is due on the 1st of each month. A $25 late fee is applied after the 5th of the month. There is a $25 fee for returned checks. No credit is given for school holidays or school closures. Tuition credit is not given when a child is absent for any reason, as our costs remain the same whether a child attends or not. Tuition fees are based on operating the program at full enrollment on a non-profit basis. When a child withdraws from the center, the costs to operate the program remain the same. Should a family withdraw from the center the family is responsible for the tuition owed until the director fills

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the vacancy. The director will make every effort to fill the space and alleviate the family of the financial responsibility. Increases in tuition will be announced at least two months before their effective date. Mobile Device Free Zone We value the relationships that are established and maintained through personal connection and communication. In addition, The Growing Place is a learning environment for children and a work environment for teachers. To illustrate respect to our young learners and faculty, we prohibit the use of mobile devices at The Growing Place. We strongly encourage parents to leave devices in their car. If you must use your mobile device, please step outside our front gate to do so. Your full attention allows for easier transitions with your child drop off and pick up and for clearer communication between teachers and other parents. Custody The Growing Place will not voluntarily become involved in child custody disputes. Our records, personnel, and resources are not available unless subpoenaed by the court and will be given reluctantly. It is our policy to require both parents, regardless of marital status to attend parent conferences regarding their child and to honor any court-dictated arrangements regarding pickup of a child from school. Visiting Parents are welcome to visit or call the program at any time. However, asking children to go through additional separations during the day can be upsetting. It can also be difficult for other children whose parents are unable to visit during the day. If you do plan to visit, please consider doing so before you plan to pick up to avoid multiple separations. We love having grandparents and other people important in your child’s life visit. Please introduce them to the staff when you come. A parent must accompany non-parent visitors. Discipline Children need limits in order to feel secure about themselves and their environment. Our approach to discipline is to see it as an opportunity for problem solving. When a child is using something inappropriately, we offer something she can do with the object that will not harm others. If a child is

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throwing sand we might say, “How can you use the shovel to dig so that it won’t get sand in your friend’s eyes?” If the child persists in testing the limits, we might remove him from the situation until the child decides and shows by his behavior that he is ready to play appropriately. During this time, teachers are very actively engaged with the children, listening to them, modeling appropriate skills, and helping them to see the alternatives and consequences of their choices. The goal of discipline is for the child to learn to self regulate. When the children are having a dispute we use talking chairs, a technique where children learn to solve their own problems with support from an adult. They learn both to express their needs and their feelings and to negotiate a settlement with their friend that “feels” right to both. Corporal punishment, isolation, and harsh words are not part of the philosophy of The Growing Place. Such techniques offer models of behavior that we do not want to foster in children. Toys From Home We do not permit children to bring toys or even other small treasures (especially necklaces, watches, sunglasses, jewelry, money, etc.) from home to school. We want children to make friends because of who they are, not for what they possess. A lost or broken treasure can also cause unnecessary upset and may interfere with your child’s ability to have fun in the program. At The Growing Place, we are trying to teach children about peaceful resolution of differences and personal power from within, not from the clothing or equipment one has. Security objects (blankies or small soft animals), needed for napping or separation are exceptions to this policy and are encouraged, especially during the initial period of adjustment. They must be small enough to fit comfortably in your child’s cubby for health reasons. In addition, teachers may occasionally ask children to bring non-toy objects from home to enhance the curriculum and promote language development. These objects, such as feathers, shells, family photos, etc., should be clearly marked and be able to fit into your child’s cubby. Please, no pillows. Staff Babysitting or Working for Families Staff members of The Growing Place are not permitted to sign children in or out of the center nor transport them in their cars due to liability insurance limitations. They are not permitted to provide baby-sitting services for families enrolled at The Growing Place. We strongly discourage parents requesting these services of any of our staff members.

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Our reasons include too much fatigue and stress on staff that have been with young children all day, conflict of interest, favoritism, and a blurring of roles and responsibilities. Birthdays Birthdays are special times for children and we like to celebrate their importance at school. Many families donate a birthday book in their child’s name to their classroom. You and your child will find books for selection and purchase in the office. Sign their name in the book, and we will read it to their class on their special day. If you chose not to donate a book, we will still recognize your child in a special way that day. Invitations for parties may not be distributed at school because children are very sensitive to being left out. A roster of the class is available on TGP blog to help you invite friends for parties/play dates. Birthday and Holiday Gifts We do not exchange individual gifts between children at school. Parents have access to each other’s contact information via classroom rosters to coordinate any exchange off campus. We discourage individual gifts to staff, as your child’s teacher has support from fellow colleagues, and other staff members. To honor our collaborative approach to teaching and working with children, parents have established a tradition of pooling their resources to make a holiday cash gift to the staff, which is divided equally among all the staff. School Closures The program is closed on the following holidays: New Year’s Eve, New Year Day, Martin Luther King Day, President’s Day, Memorial Day, Fourth of July, Labor Day, Thanksgiving (and the Friday that follows), Christmas Eve and Christmas Day. We are closed one week in the spring (spring break), two weeks in winter (winter break) and one week in summer (summer break). Some holidays fall within these time frames. As part of our commitment and requirements as early childhood professionals, staff participates in six training days annually. Please check the annual calendar for exact dates and make alternative plans for childcare well in advance.

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The Growing Place Privacy Policy

We, at The Growing Place, know that you are concerned about privacy and the security of you and your child’s personal information. It's our policy to respect the privacy of our families. We also want you to know how we use and protect your information.

The Growing Place will keep all records and information about your family confidential and private. We will abide by our state’s privacy laws and release records or information about your family only when required by law. Other than legal requirements, we will release records or information about your family only with your written permission.

The director will decide which staff may have access to information about your child. The following records of your child are available for your review at any time: enrollment forms, immunization records, assessment records and incident/accident reports. Contact the site-director to set up a time to view these records.

Common Practices at The Growing Place:

We may post photographs of your family/child in our program.

We publish an annual Yearbook that may include photos of your family/child. Currently enrolled parents may purchase the Yearbook.

We obtain images and video of children to illustrate teaching/learning practices with staff (training purposes), parents (shared at parent-teacher conferences), perspective parents (at orientations), and with fellow educators (at workshops and school tours). Additionally, these images/video are used to bring visibility to the experiences of our children.

We post images/video to The Growing Place Blog. Currently enrolled families have access to the blog through a password-protected login.

We post family’s provided contact information (school roster) on our blog.

We contract Family Services of Santa Monica, LCSW to work with our teachers in the classroom – to assist in developing additional teaching strategies. We may share group dynamic information so she can be

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effective in her role with our staff.

Photographs, video and conversations about children are always in the best interest of the child/group and are respectful to the child/family.

Parent Access Restrictions:

Parents are prohibited to photograph/video the children on our campus, unless permission is given by the director (curating for TGP Yearbook or supporting the school’s documentation process).

Parents are prohibited to distribute their access information to TGP Blog.

Parents understand that family contact information we share (school roster) is for confidential and for school purposes only.

Parents are discouraged in sharing gate access codes with anyone not listed on the authorized pick-up list.

The Growing Place is sustained through relationships based on mutual respect. Thank you for participating in this common and shared agreement.

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