''PLAY TO LEARN'' PARENT HAN.DBOOK - West Side Nursery School

West Side Nursery School 303 Kasson Rd., P.O. Box 266 Camillus, NY 13031 488-0147

''PLAY TO

PARENT

LEARN''

HAN.DBOOK

Welcome to West Side Nursery School

OVERVIEW West Side Nursery School (WSNS) has served families of the Camillus and surrounding communities since 1977. Although it opened with just 15 students, WSNS now enrolls more than 100 children. We offer classes for toddlers, three and four year olds (based on their age as of December 1 of each school year) but we are flexible to meet special requests. Classes are designed to meet individual needs, differences and capabilities. The school is open to all children regardless of sex, race, creed, national origin or ability. We offer a developmentally appropriate inclusive program in collaboration with Children's Therapy Network. MISSION STATEMENT The mission of WSNS is to enhance the social, emotional, physical, cognitive and linguistic development of all children in an environment that promotes care and education in collaboration with family and community. GOALS FOR CHILDREN The purpose of the program is to serve the needs of children by helping them grow toward increasing physical, intellectual, and social competence. Teachers guide children in this process by: •

Encouraging active curiosity and enthusiasm for learning

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Providing opportunities to learn new information and develop increasingly complex problem-solving skills

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Supporting individual creative expression

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Promoting an awareness and acceptance of similarities and differences among people

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Encouraging each child to feel successful and proud of individual steps and accomplishments

PHILOSOPHY We believe that: • Children learn best through play, and that an environment that allows child-initiated, child-directed, and teacher-supported play will provide meaningful learning experiences '

CURRICULUM Curriculum at West Side Nursery school is based on what is developmentally appropriate for young children, according to guidelines established by the NAEYC. Developmentally appropriate practices result from the process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge. •!• what is known about child development and learning. •:• what is known about the strengths, interests and needs of each individual child in the group and, •:• knowledge of the social and cultural contexts in which children live. Our year revolves around different themes and projects based on the interests of both children and teachers. In developing projects throughout the year, teachers look for topics that engage children's interests and: • Arise from the child's real world • Are worth knowing about • Can be researched and investigated by children • Incorporate first hand experiences • Include opportunities for parents to share expertise, assistance and support • Promote basic learning goals Our curriculum seeks to promote four categories of learning goals: knowledge, skills, dispositions and feelings. (Traditional curriculum addresses primarily the two categories of knowledge and skills).

Knowledge refers to internalizing concepts, facts, and ideas such as time, space, numbers, and information about the world. Skills include learning to read and write, to count, to manipulate objects, and to get along with peers. Dispositions, or habits of mind, involve the development of traits like curiosity, resourcefulness, creativity, and persistence. For example, it is one thing to know how to read, but quite another to have the disposition to want to read. Feelings, or emotional states, include positive feelings of belonging to a classroom community and feelings of competence resulting from successful learning experiences. The best way to view our curriculum is to see it in action. Please feel free to

visit your child's classroom at any time. VOLUNTEERS We are always in need of volunteers. We need and urge your assistance in planning trips, programs, public relations activities, recruitment of future students, and other activities.

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Children should be accepted as individuals with a wide range of abilities and interests and that the curriculum should meet the needs of all children.

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The curriculum should be developmentally appropriate and provide for all areas of a child's development: social, emotional, cognitive and physical through an integrated approach.

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The process in all activities is as important as the product.

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Children learn best in an environment that focuses on his/her strengths.

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Children with disabilities have the right to the same opportunities as their nondisabled peers.

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Children learn best from each other.

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Parents are their child's first and most important teacher and play a crucial role in their child's education.

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Respect for each other is taught through respect for the child, and that

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The way a child views him/herself is the key to growth and development, and every aspect of our program provides for the enhancement of a child's self-esteem.

STAFF The WSNS early education staff are experienced educators and are qualified by New York State and National Associatidn for the Education of Young Children (NAEYC) standards. All are active in our state and local professional early childhood associations. All participate in a continuous program of in-service education and studies for professional advancement in order to remain alert to the ever-changing needs of today's families and to the findings of current research. The Director is a member and is active in NAEYC, United Way's Success by Six Legislative Team and is an Associate Professor of Human Services/Early Childhood Education Department at Onondaga Community College. She has presented workshops on early childhood development at the local, state and national levels. WSNS is committed to quality team teaching and works closely with the special education staff to provide high quality developmentally appropriate programming. Student interns from Onondaga Community College and Cazenovia College provide support to classroom teams.

THE HEALTH AND SAFETY OF YOUR CHILD

Your child's health is a matter of major importance to all of us. Upon enrollment, you must file with us a health form signed by a physician, stating proof of immunization. Your child may be sent home if s/he appears to have symptoms of illness (fever, vomiting, diarrhea, persistent crying, extreme irritability, uncontrolled coughing, difficulty breathing, wheezing, lethargy, mouth sores with drooling or a rash with fever or behavior change) during the session. In such cases, s/he is immediately isolated from others and a parent is contacted. Keep • • • • • •

your child home if s/he has: Vomited during the previous 24 hours Diarrhea A cold that is less than four days old A constant cough A heavy nasal discharge Symptoms of a possible communicable disease - please notify the school at once if your child does have a communicable disease so that we can notify other families.

Please notify the school if your child is going to be absent that day.

In case of accidental injury we will make an immediate attempt to contact a parent. If we cannot reach you please see the guidelines stated in the Emergency Treatment Form. Please make sure that your child's teachers are aware of any food or environmental allergies. Please note: During some academic school years the building and/or certain classrooms may be designated "peanut free". WSNS staff are not allowed to dispense medications to children under any circumstances. PLEASE KEEP THE SCHOOL UP TO DATE ON PHONE NUMBERS, EMERGENCY NUMBERS, PERSONS AUTHORIZED TO PICK UP YOUR CHILD AND OTHER PERTINENT INFORMATION . . ARRIVAL AND PICK-UP Class hours are from 8:30 am -11 :30 am and 12:30 pm - 3:30 pm. Toddler classes are from 9:00-11:30. Children should not arrive more than 5 minutes before class begins. Please try to arrive on time so that your child won't feel uncomfortable about arriving after everyone ~lse has become involved in play

activities. At dismissal time, we ask that you wait outside the classroom door. This will ensure your child's safety and a smoother transition. A classroom teacher will dismiss your child to you. For your child's safety, please make sure that the classroom teachers know who will be picking up your child each day and that all forms are current. Teachers will ask for photo 1.0. until they can readily recognize each person. Please inform your pick-up person in advance so tfley will have their I. D. with them upon dismissal. If someone other than your routine pick-up person will be picking up your child on a given day, please let us know in writing. No child will be released to a person not authorized by a parent to pick up the child. Please park in the designated parking areas, and use caution when crossing the parking lot. Never leave young children unattended. If you need assistance for drop off/pick up, please contact your child's teacher.

HOME AND SCHOOL CONNECTION When you enroll your child in our school, we assume the responsibility of giving you assistance with special issues and needs in relation to his/her growth and development. We welcome a partnership with each one of you. The following are some of the ways in which we hope will help build a relationship with you and your child: • DAILY NEWS AND NEWSLETTERS. At the end of each session, a note about what the children did during the school day will be written on the whiteboard outside the classroom door. This is a great tool to us as a conversation starter with your child when asking about his/her day. Parent newsletters for the upcoming month will be sent home with your child. The newsletter includes any announcements, important dates, and a summary of the children's activities during the previous month. • WEST SIDE NEWSLETTER. A school-wide newsletter from the director will be sent home 4-5 times during the school year. • CONFERENCES. An initial conference will be scheduled at the beginning of the school year to informally discuss the goals (or hopes and dreams as we like to view them) that you have for your child. A final conference will be held at the end of May/beginning of June. At the final conference, your child's teacher(s) will share a portfolio of your child's growth and development gathered using an authentic assessment approach that includes samples of your child's work, developm~ntal checklists and a general summary. • PARENT EDUCATION PROGRAMS. We will be scheduling several · programs throughout the year on various topics. These programs will be held during the evening. Child care will be provided upon request. Please feel free to suggest a topic! • CLASSROOM VISITS. We welcome you in your child's classroom at any time. However, we do ask that you wait at least 3-4 weeks before coming

TOYS FROM HOME Except for toys that are needed in the very opening days of school to help ease your child's transition from home to school, we ask that you leave your child's toys at home or in your car. If an item is brought to school, we cannot accept responsibility for it. If you have a book or audio tape that may be of interest to all of the children, we will appreciate this being shared with the class, but ask that it be left for several days. SCHOOL DISTRICT CLOSINGS

In the case of inclement weather, West Side Nursery School follows the West Genesee School District decision, including delays. If the district cancels AM kindergarten, the AM nursery school classes will also be cancelled. If weather conditions deteriorate during the morning and PM kindergarten classes are cancelled, PM nursery school classes will also be cancelled. In such events, announcements are made over various television stations. A message will also be placed on the answering machine. FINANCIAL ARRANGEMENTS Tuition is based on the actual costs of operating the school, divided by the number of students enrolled. Families can elect to pay quarterly (4 payments) or monthly (10 payments) from September to June of each school year. The school depends on the tuition to pay its current expenses. Unless you have made other arrangements with the Director or Assistant Director of the school, please pay each _payment on time. Late fees will be applied. Vacation and Holiday Credit No credit on tuition is given for scheduled school holidays and vacation periods or for school closings due to inclement weather. Payments in Case of Withdrawal from Program Each child is enrolled for the entire school year or the balance of the school year. However, if nursery school does not work out for you or your child within the first two weeks of school, a full refund less deposit will be made. One months prior notice, or one months tuition is payable upon the child's withdrawal from the program before April 1. No refund of tuition can be made after April 1. Any child in school as of that date wiH be charged tuition through the close of school in June. Overtime Charges There will be an overtime charge for children not picked up attheir regular dismissal time of $5.00 for every five minutes that you are late. Consistent lateness will be catjse' to ask you to withdraw your child from the school. Returned cheek fee. A $25.00 charge will be added to your account if a check is returned because of non-sufficient or uncollected funds.

in, as your child may be having a difficult time separating from you and this may hinder progress. BEHAVIOR GUIDANCE POLICY WSNS believes that helping children learn to guide and be responsible for their own behavior is as important as helping them learn to read and write. Guiding children's behavior is a process of helping children build positive behaviors. Discipline is not about compliance and control but involves behavior guidance, a process by which all children learn self-control, independence and prosocial skills - in other words skills that are useful for a life-time. We know that children learn when they have warm and trusting relationships with adults where they feel safe and treated with respect. Our approach to behavior guidance uses prevention, redirection and evaluation of classroom structure. We believe it is our responsibility to teach children positive alternatives to their challenging behaviors through a problem solving process. HOLIDAYS AND CELEBRATIONS Holidays are not a major focus of our curriculum for three major reasons: • Most holidays are based on abstract concepts that are beyond young children's comprehension. It is extremely difficult to give holidays meaning that is developmentally appropriate. • It is difficult to be inclusive of all cultures represented in our program. • Many holidays are overdone! However, we do have celebrations on a number of occasions throughout the year, and will ask you for some donations. A sign-up sheet will be posted at least one week before the event. DAILY SNACKS AND BIRTHDAYS We ask parents to provide a healthy snack for your child's classroom on a rotating basis. The classroom teachers will be coordinating this effort and will notify you of any allergies. Please remember that we are a peanut free school! If you would like to celebrate your child's birthday in school, please notify your child's teacher. Summer birthdays will be celebrated in June. SCHOOL ATTIRE We try to encourage the children to develop self-help skills and dress independently whenever possible. Please dress your child in clothing that can be removed independently. Also we will be involved in messy projects. Comfortable.. play clothes that are okay to get messy are best. We would also like every child to wear sneakers or shoes with rubber soles as they are the safest on climbing equipment and for running. Please provide a backpack with a change of clothes for your child. You should also provide diapers, pull-ups and wipes if appropriate.

H ow Children Learn from the Activities

When Children Do This:

They Are Learning to:

When you visit your child's classroom, you see a room full o( children playing. Like most parents, you probably wonder what your child is learning. To answer your questions, we have made an activities chart. On the left side we've listed typical things children do when they play in each area of the classroom. On the right we've listed the concepts and skills children actually develop from this play.

Put blocks in trucks and dump them out

Understand size, weight, and number concepts (math) (science)

Use blocks and wooden animals to create a zoo

Recreate the world around them (geography) (social skills)

Balance one large block on top of another

Control and coordinate muscles {physical coordination)

Put on dress-up clothes

Use their small muscle skills (self-help) (writing)

Pretend to be grown-ups

Understand their experiences better (abstract thinking)

Separate cups and plates at clean-up time

Group objects in categories (math)

Put pegs in a pegboard

Coordinate the actions of their eyes and hands (reading/writing readiness)

Finish a puzzle

Complete a task (study habits) (self-esteem)

Sort pictures that are the same

Match and classify (math)

Make playdough

Recognize how materials change (science)

Gather paper, scissors, and glue for a project

Plan and carry out a task (study habits) (independence)

Draw a picture of a person

Use symbols (reading/writing readiness)

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When Children Do This:

They Are Learning-to:

Make boats sink

Recognize cause and effect (science) (logical thinking)

Play beside other children

Get along with others (social skills)

Pour without spilling

When Children Do This:

Use their small muscle skills (physical coordination)

Turn pages of a book from beginning to end

Read a book from left to right (reading and writing readiness)

Scribble on paper·

Use writing as a means of communication (reading and writing)

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Listen to a story and talk about what happened

Love books, remember details, and express ideas (language development)

Watch bread dough rise or melt butter

Understand that foods can chang~ their physical states (science)

Follow directions in a recipe that call for adding ingredients by teaspoons, cups, etc.

Understand measurement (math skills)

Make a salad for the family dinner or bake muffins for breakfast

Take pride in their accomplishments (self-esteerp)

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They Are Learning to:

Create different sounds by putting more (or fewer) beans in cans and shaking them

Explore cause and effect (science) (logical thinking)

Sing or do a finger play with the other children and the teacher

Participate cooperatively in a group (social skills)

Find ways of moving across the rug without their feet touching it

Think creatively to solve problems (independence) (problem solving)

Try out a computer program together with another child

Share and play cooperatively with others (social skills)

Respond to program feedback

Follow directions, apply old learnings to new situations, and understand cause and effect (thinking skills)

Operate a computer mouse, put a disc in the computer, and tum on a printer

Improve their coordination skills (physical development)

Catch and throw balls

Coordinate eye and hand movements (physical development)

Talk about changes in plants, people, and things outside as seasons change

Sharpen observation skills (science)

Climb on outdoor equipment

Use their bodies in challenging tasks (self-esteem) (reading/writing readiness)