Aronoff Preschool Parent Handbook

Parent Handbook

(Revised 11/30/2014)

Aronoff Preschool Parent Handbook | Revised 11/30/2014 2

Welcome to the Aronoff Preschool

Dear Parents,

We want to welcome you to the Aronoff Preschool. We look forward to building a strong

relationship with your child and your family over the next few years. We hope that you

will share in the excitement and join in a community partnership with us as we

work together to promote your child's growth and development.

Our classrooms are places of learning and exploration, rooted in Jewish values, where

every child is a gift. They are aesthetically beautiful places, filled with organic materials

that elicit a curiosity about the natural world and provide a warm, home-like environment

for learning. At our school, children’s inherent inquisitiveness is encouraged and

nurtured, allowing their interests to develop into learning opportunities through an

emergent curriculum. Research has shown that for children to fully understand and

remember what they have learned, it must be meaningful to them in the context of their

own experience and development. This educational approach is inspired by the theories

and practices of the early childhood schools of Reggio Emilia, Italy.

As early childhood educators, the faculty and I are committed to developing a love of

learning in our children, nurturing their curiosities, following their interests and exploring

their traditions and cultures. We endeavor to create strong relationships within our

school where our teaching faculty and administrative staff contribute towards a warm,

loving and creative environment.

Sincerely,

Lisa Monette

Director of Early Childhood Education


Contents

Our Values ................................................................................................................................... 5

Community: kehillah ................................................................................................................ 5

Respect: kavod ....................................................................................................................... 5

Peace: shalom ........................................................................................................................ 5

Love: ahavah .......................................................................................................................... 6

Inquiry: d’rash ........................................................................................................................ 6

Responsibility: tikkun olam..................................................................................................... 6

Fostering an Inclusive Community ............................................................................................... 7

Teaching Faculty ..................................................................................................................... 7

General Information Updated summer 2014 .............................................................................. 8

Application and Enrollment Criteria ........................................................................................ 8

Hours of Operation .....................................................................................................................10

In the Beginning .........................................................................................................................10

First Days .............................................................................................................................. 10

ECLC Calendar ..................................................................................................................... 11

Payment and Registration ..........................................................................................................12

At the time of application you will need: ................................................................................ 12

Application Fee ..................................................................................................................... 12

Deposits ................................................................................................................................ 12

Tuition Payments .................................................................................................................. 12

Calendar and Tuition Payments ........................................................................................... 13

Refunds ................................................................................................................................. 13

Withdrawals .......................................................................................................................... 13

Schedule Changes ................................................................................................................ 13

Membership .......................................................................................................................... 13

Financial Assistance ............................................................................................................. 14

Day-to-Day Information ...........................................................................................................15

What to Bring/Wear ............................................................................................................... 15

Arrival .................................................................................................................................... 16

Release of Children Policy .................................................................................................... 17

Early and Late Fees .............................................................................................................. 17

Diapering/Toilet Learning ...................................................................................................... 18

Nap Time............................................................................................................................... 18

Birthday Celebrations ............................................................................................................ 19


Holiday Celebrations ............................................................................................................. 19

Kosher Food (Kashrut) Policy ............................................................................................... 19

Food Allergies ....................................................................................................................... 21

Peanut and Tree Nut Policy .................................................................................................. 21

Lunches................................................................................................................................. 22

Snacks .................................................................................................................................. 22

Health and Safety .......................................................................................................................23

Health Policy ......................................................................................................................... 23

Medication ............................................................................................................................. 25

Maintaining a Sanitary Environment ..................................................................................... 26

Accidents/Emergencies ........................................................................................................ 27

Classroom Pets and Other Animals ...................................................................................... 28

Child Abuse Reporting Law Requirements ........................................................................... 28

Communication ..........................................................................................................................29

Welcome Back Night ............................................................................................................. 30

Kesher Night (Formerly known as Open House) .................................................................. 30

Formal Parent/Teacher Conference and “Check-Ins” .......................................................... 30

The ECLC Gesher Parent Committee: Get Involved! ........................................................... 30

Behavior Philosophy ..................................................................................................................31

Guidance Policy/Classroom Management ............................................................................ 31

Learning and Behavior Diagnosis and Testing ..................................................................... 32

Philosophical Foundations .........................................................................................................33

Classroom Environments Contain: ....................................................................................... 33

The Infant (3-12 Months) Program ....................................................................................... 34

The Toddler (12-24 Months) Program .................................................................................. 35

The Two Year-Old Program .................................................................................................. 36

The Three Year-Old Program ............................................................................................... 37

The Four-Five Year-Old Program ......................................................................................... 39


OUR VALUES

Our values serve as a foundation for our community. The ECLC aims to provide a diverse Jewish setting that constructs possibilities for the emergence of each child through a collaborative learning process. Children are encouraged to test their theories of the world so as to develop a love of learning, a strong sense of self-reliance and a strong foundation for critical thinking.

We are guided by the richness of Jewish tradition and values as well as developmentally appropriate educational approaches. Our core values are outlined below. The value statements are accompanied by quotes from various Jewish texts that reflect the intent of the statement.

Community: kehillah

We work together to build a community founded upon open relationships between people who learn together and share values. Each member of the community has meaning within the whole, and the whole becomes much more than the sum of its members. Our lives are enriched by these binding relationships, helping us to feel more secure and to know that our individuality is honored, our opinions are heard, and our needs are considered.

“Do not separate yourself from the community” (Pirke Avot 2:5)

Respect: kavod

With respect at the core of every interaction, our community is elevated, becoming more than just a random gathering of souls. We become bound to each other over time and trusting, secure partnerships are nourished.

We are mindful of how the quality of our actions forms the foundation of our relationships. We are reminded that each of us is equal in our nature, and that our treatment of others is a reflection of our respect for one another and our community as a whole. We recognize that our actions not only affect ourselves, but also will affect those who come after us. We make ourselves available to each other, listening carefully. We agree to communicate honestly, treat others with respect, and work to understand our individual needs in light of the needs of the community.

“Who is honored? The one who honors other human beings.” (Pirke Avot 4:1)

Peace: shalom

We work together to create a place of warmth and peace at our school for all who inhabit it.

Peaceful homes are places in which we feel ourselves to be fully present enough to appreciate the unique, the extraordinary, the awe inspiring. These homes are places of empathy, guided by listening and caring for one another’s well-being. We all have the opportunity to contribute when we bring the best of ourselves to the place in which we live and the community of which we are a part.

“Individuality is only possible if it unfolds from wholeness.” (David Bohm)


Love: ahavah

We are elevated through the connection that is created through loving interactions as we share in the day-to-day moments of our lives. Our collective behavior and partnership help us create loving connections and interactions that share the richness of the human experience. Our community is able to share when each of us is fully present and intentionally open to the potential synergy of people coming together. We appreciate that we are not alone in the world – our lives are not random acts or unrelated incidents.

“Whenever love depends upon something and it passes, then the love passes away too. But if love does not depend upon some ulterior interest then the love will never pass away.” (Pirke Avot 5:19)

Inquiry: d’rash

The spirit of inquiry is the impetus for growth and reflection. It leads us to discovery, broadens our horizons, and uncovers information from which we grow and learn.

We believe that children are competent, capable and able to be the protagonist in their learning. We allow the spirit of inquiry and natural curiosity inherent in young children to be our guide in learning. The Jewish understanding of inquiry, contained in the term d’rash, goes beyond inquiry to interpretation, interaction, and transmission of knowledge to others. It engages the knowledge and experience of the past in conversation with the present, and documents the new learning for the benefit of future generations.

“Who is wise? The one who learns from every person....” (Pirke Avot 4:1)

Responsibility: tikkun olam

Our work to repair the world takes us from understanding to action, from the potential to the possible, and from capacity to responsibility. We believe in working towards a world of increased harmony, unity, and partnership with others and with our planet. We feel that our responsibility to the world extends from the environment to interpersonal ethics, from broad-reaching political action to small, everyday kindnesses. What we do matters not only in our lives today, but in the lives of all the generations to follow. As a community of learners, we are heartened by the realization that what we do matters, and that we are making a difference.

“It is not your responsibility to finish the work [of perfecting the world], but neither are you free to desist from it.” (Pirke Avot 2:16)

Notes: The quotes used in the values statements are taken from the Talmud and Pirke Avot. The Talmud is a scholastic text that includes the legal and ethical codes of the Jewish tradition compiled during the period of the 3rd to 5th century CE.

Pirke Avot in English translation is often referred to as the “ethics of the fathers.” It is a collection of Rabbinical sayings on various subjects intended to provide ethical guidelines for Jewish life.


FOSTERING AN INCLUSIVE COMMUNITY

Our school reflects our world and tries to be an example of the core values we share. We believe in the value of diversity within our school community and look to foster understanding and differences of opinion through open dialogue and collaboration.

Teaching Faculty

We believe that a quality school is achieved through quality faculty members. We endeavor to provide the finest early childhood education possible. Our reputation is primarily due to the high caliber of our teachers. Each teacher has been carefully selected and oriented to our school’s values, philosophy and community.

We actively recruit and retain teachers with Degrees in Child Development, Early Childhood and Elementary Education, as well as Educational and General Psychology. We require that teachers have a minimum of 12 core credits in these disciplines in order to serve as an Associate Teacher and a minimum of 24 credits to serve as a Lead Teacher. Most of our Lead Teachers and many of our Associate Teachers have Bachelor’s or Master’s degrees in the fields aforementioned. We also encourage that our teachers have a minimum of one year of classroom teaching experience.

Our teachers are professionals whose life’s work is education. They are passionate about their work and delve into the learning alongside children and families. They view themselves as partners in your child’s development and your family’s growth. We, as a Merage JCC faculty and staff, are committed to excellence. Our faculty members engage in continuing education through our Professional Development program and must earn a minimum of 15 hours of continuing education annually to be eligible to receive a contract the following school year. We are all devoted to open, direct communication with parents.


GENERAL INFORMATION

Application and Enrollment Criteria

Initial Visit

Our only prerequisite to submission of an application for enrollment is taking a tour of the facility. During your tour you will view the classrooms, meet some of the teaching faculty, discuss our school’s core values, learn about our philosophy of education and tell us about your family and child. We encourage your questions, and we find that the initial visit is one in which you as a family can discern whether the ECLC matches your family’s values and your philosophy of early childhood education. Initial tours are ADULT-ONLY opportunities to view the school. Subsequent to this initial visit you may return with your child for a child tour.

Orientation and Observation Visits

Orientation begins with the initial visit as described above and continues through your first few months in the school. During these initial months information is exchanged about the program offerings and needs of the family. Subsequent to the initial tour, if the parent is interested, an observation visit is scheduled. For an observation visit you will be inserted into an active classroom of your child’s age group. You will be able to observe children at work and at play in the program and discuss with teachers and school leadership your reflections, remaining questions or concerns. Observations are for adults only. We do not offer “trial” periods or observations for prospective students.

Enrollment Procedures

The next step in enrollment is the completion and submission of our application forms along with forms required by the State of California. These forms must be returned, completed in full and accompanied by a $100 non-refundable application fee and a $400 non-refundable deposit. The application fee and deposit is not applied to future tuition.

You will be eligible for a return of the deposit after your child completes the program through Pre-Kindergarten or Transitional Kindergarten as applicable. For example, if your child enters the program as a two-year-old, he or she will have completed the program in three to four years at “graduation” to Kindergarten or elementary school. Withdrawal prior to the end of the program results in forfeiture of the deposit.

After submission of your application you will be notified within a short period of time whether your child has been placed into the program or on to the waiting list.

Wait Lists

An application form must be filled out and a $100 application fee must be paid before you are placed on the wait list. If a space becomes available you will be notified by phone and given two business days to respond and register for the program before the space is offered to the next person on the wait list. If you choose to decline a space in the program you will be moved to the bottom of the wait list.


Priority Applications:

Please note that if you apply for a program where applications exceed the number of available positions, we will give first priority to members according to the following criteria:

First Priority: Children already enrolled who are matriculating to the next age group

Second Priority: Children who have a sibling in the program

Third priority: Children of Merage JCC Members who are on the waiting list

Fourth priority: Children of non-Merage JCC Members who are on the waiting list

You will be notified within two weeks to confirm your acceptance and enrollment or wait list for the ECLC, ITC or TK program

Enrollment Paperwork

At the start of each school year, you will receive emergency forms that need to be completed at the time of application or two weeks prior to the start of enrollment if joining during the term.

Your child’s well-being is our primary concern. All forms must be completed two weeks prior to your child’s attendance at school. We reserve the right to refuse service if your child’s forms are not complete and current. You are required to keep your child’s forms current by updating them immediately, whenever any of the information changes, this includes phone numbers, immunization records, allergies, emergency contact information, etc. Information updates should be passed on in writing to the ECLC administrative team or via email to [email protected].

Class Size and Placement

In order to guarantee the individual attention our children need and to maintain licensing requirements, class sizes are limited. Class size limits will be strictly observed. We will place children in the class that best serves the child’s developmental needs. ECLC teachers and administrators will use the child’s date of birth, formal evaluations, informal observations, parent conferences and parent feedback on the Family Information Form to determine the most appropriate placement of each child. The final decision will be made by the ECLC administrative team which is made up of teachers and administrators. Parents will be notified by mail of class assignments just prior to the beginning of the school year.

mailto:[email protected]


HOURS OF OPERATION

The center is open from 7:30 a.m. to 6:00 p.m. on regularly scheduled school days. The school closes in observance of Rosh Hashanah, Yom Kippur and secular holidays and may close early on some Jewish holidays. Please check your calendar for scheduled closings.

Within the operating hours we offer the following programs:

Children who are enrolled in our Full Day program will spend their mornings (before 9:00 am) and their afternoons (after 3:30 pm) with their age group pod. These pods are made up of teachers and children from the adjoining suites of two classrooms (i.e. classrooms 1 and 2 are our Transitional Kindergarten pod).

Morning programs begin in assigned classrooms at 9:00 a.m. Activities are planned so that the children will benefit most by being prompt and regular in their attendance. It is important that you arrive on time. During the first few days of school it is suggested that you arrive 20 minutes early to help avoid parking congestion. If you are bringing your child late to school, please do not disrupt the class in progress. We ask that you make eye contact with one of your child’s teachers so that they can assist your child in putting away their belongings and getting settled.

We strongly suggest that you find a regular pattern for dropping off and picking up your child. Thus, if you will always spend 15 minutes dropping off and 15 minutes picking up, that you not linger in the classroom for extended periods of time, as it will confuse your child about their “routine”. We also ask that you not linger in the classroom after drop-off if you are not actively engaged with your child. We have many areas around the school and within the Merage JCC for parents to talk to one another, share a cup of coffee and enjoy each other.

We welcome parent participation in the school and within the classrooms. If you are interested in becoming a regular part of your child’s classroom or our Parent Community, we encourage you to join the Gesher Parent Committee. (See page 31.)

IN THE BEGINNING

First Days

In order to make your child’s adjustment to the new setting easier, we strongly suggest that parents ease their children into the program. Thus, as mentioned above, if your regular pattern for drop off and pick up will be 15 minutes on either end, you might spend 30 minutes on either end on your first day, 20 minutes on either end on your second day and reach your regular pattern of 15 minutes on either end on your third day. Please plan to stay as long as your child needs you. To ease the transition the teacher will help your child become involved in activities and guide you in the separation process. We recognize that every child is unique and thus look to work with you in your initial visits and days in the school community.

Half-Day Program 9:00 am - 12:45 pm

Plus Day Program 9:00 am - 3:30 pm

Full Day Program 7:30 am - 6:00 pm


ECLC Calendar

The ECLC calendar is created annually by the ECLC administrative team, along with the JCC Executive Staff. Families are provided the ECLC calendar at registration along with the materials provided at the beginning of the school year. Please review the closures and early dismissal times carefully.

Closures include Jewish holidays, national holidays, holiday breaks and professional development.

The ECLC programs follow a traditional school-year schedule. The school year begins the Monday following Labor Day in September and concludes on the second Tuesday in June.

ECLC is closed for the following holidays (when the holidays fall on a weekday):

National Holidays

Labor Day, Memorial Day, Thanksgiving (2 days), New Year’s Day, Fourth of July

Jewish Holidays

Rosh Hashanah (2 days), Yom Kippur (1 day)

JCamp Holiday Programs

We offer JCamp programs for the following holiday and break periods. These JCamp days are optional for all families and are not factored into your annual school tuition.

• Sukkot (4 days, including Shemini Atzeret and Simchat Torah), Shavuot (2 days)

• Winter Break, Spring/Pesach Break and Summer Break

The dates of Winter Break coincide with the final 2 weeks of December and may stretch into the first week of January, depending upon the day of New Year’s Day.

The dates of Spring Break fluctuate yearly to accommodate Passover. Spring Break will be no less than 1 week and no more than 2 weeks in length depending on which days Passover falls each year.

Our Summer program, Camp Yeladim, begins a few days after the conclusion of the school year and ends prior to Professional Development. Camp Yeladim is offered for children who are 2 years of age by June 1st and programs are offered in increments of three week sessions running consecutively for 9 weeks. Separate registration for each session is required.


PAYMENT AND REGISTRATION

At the time of application you will need:

1. An Application Form/Registration Agreement filled out on the front and signed on the back.

2. A signed ECLC Policies and Procedures Form. 3. A non-refundable $100 application fee. 4. A non-refundable deposit of $400. 5. A signed tuition agreement for payment. 6. Current Merage JCC Membership or completed membership application form. 7. Confirmation that Merage JCC accounts are current and in good standing. 8. All Required Enrollment Forms.

Application Fee

The application fee is $100 per child, per year of enrollment. The application fee is non-refundable under all circumstances.

Deposits

Deposits are $400 per child. The deposit is only refundable upon the completion of the Pre-Kindergarten or TK year. No deposit refunds will be given for withdrawal before completion of the Pre-Kindergarten or TK school year (whichever is the child’s final year of attendance).

Enrollment is not guaranteed. You will be notified if the Merage JCC is unable to place your child In such cases, your deposit will not be processed and your application fee will serve as your wait list fee until a space is available in the school. Once a space is available in the school, your application fee will be utilized as your application fee in the first year you are accepted in the program. Application fees are non-transferable between different students.

Tuition Payments

Merage JCC tuition is calculated per an average month of care. In addition, there is NO reduction of fees for vacation and no make-up days for illness.

Monthly tuition is processed on the 15th of each month. The first tuition payment will be processed on the 15th of August for the following September. Each subsequent tuition installment will be processed on the 15th of every following month for 10 months (preschool program) or 12 months (ITC program) as applicable.

A service fee of $25 will be applied for all returned checks, rejected credit cards or insufficient funds if utilizing EFT.

You can elect to pay your tuition in full or to pay the balance of your year’s tuition at any time. There are no discounts for early payment. If electing to pay in full by check, your tuition is due on the 15th of August for the coming school year.


A debit or credit card on file is required for all families. Even if you choose to pay your yearly tuition in full or monthly, the card on file may be used for miscellaneous fees (as described in the remaining items on this page). Declined debit/credit card/EFT payments will be assessed a $25 fee.

Calendar and Tuition Payments

ECLC programs will observe closures in accordance with the annual school calendar. The Merage JCC provides a calendar showing dates of closures and early dismissals along with the application materials. Monthly fees are NOT reduced or pro-rated due to scheduled closures or emergency closures.

Refunds

Registration is for the entire school year. Once you have submitted your application materials, withdrawal from the Merage JCC ECLC, ITC, or TK programs requires a 30-days advance notice, in writing. Families who withdraw on or after March 1, 2013 will be obligated to their tuition for the full year of enrollment. No refunds, credits, or make up days are allowed for absences or vacations.

Withdrawals

Thirty (30) days written notification is required to withdraw from the ECLC program. If a student leaves the program during the program year, the $400 deposit , current month’s and following month’s payment are forfeited. There is no reduction in fees for ECLC closures and no make-up days for illnesses or credits for vacations.

Schedule Changes

If you need to change your child's schedule, you must submit a Schedule Change Request Form 30 days in advance. Payment arrangements for an increase in your child's schedule must be made at the time the change is approved. If you need to make any changes to your Merage JCC account or change your child's schedule, you will be charged a $50 processing fee per change.

All scheduled closings for holidays and breaks have been accounted for in the tuition fee. Preschool tuition maybe be paid in full or in equal installments. The first payment will be charged August 15.

Membership

Merage JCC membership is an integral part of your child’s pre-school experience. Your Membership Agreement must be submitted at time of application to the ECLC. Membership will be activated August 1st of the preschool year (or one month prior to your child’s pre-school start date) and must be kept current and in good standing throughout your enrollment in the Merage ECLC. Membership is based on a 12-month initial agreement and is automatically renewed and payable unless written notice of cancellation is received.


Financial Assistance

If you are interested in applying for financial assistance for your child, please contact Marcia Clark at (949) 435-3400 extension 312 or [email protected]. Financial assistance is not automatically renewed. Families need to apply each program year. If a family’s financial situation changes, a new application needs to be completed.

Applicants will be notified, in writing, of scholarships. (Notification in writing will be your confirmation of your approval for financial assistance.) Payment arrangements must be made at that time.


DAY-TO-DAY INFORMATION

What to Bring/Wear

Each child will have a designated cubby in their classroom. The cubby is a place to store an extra set or two of regular clothing, as well as necessary seasonal items (hats, coats, sunscreen, swimsuits, water shoes, sun hats, towels). Please see the list below.

In addition to clothing, your child may be best supported by having a comfort object in their cubby. Transitional objects such as a favorite stuffed animal, blanket or other object of connection for the child may help in their acclimation to the school. A sheet, blanket and pillow are also needed for children that are napping at school. All bedding will be sent home on a weekly basis to be washed, cleaned, and returned when your child returns to school the following week.

What to bring:

All belongings should be clearly labeled with permanent marker, ––ink, or clothing label:

• Lunchbox • Extra shoes • Hat • Extra underwear • Sunscreen • Blanket, sheet and optional small pillow in a bag/sack (for nappers only) – Note: Sleeping

bags are not allowed • Extra pants • Extra diapers and wipes (for those still in diapers) • Extra shorts • Extra shirt • Transitional object (teddy bear, blankie, etc) • Extra socks • Extra sweater or sweatshirt

Clothing / What to wear to school

Children should be dressed appropriately for all activities, including painting, cooking and outdoor play. Clothing should allow for freedom of movement. Party clothes or a brand new outfit may not be the best choice for children, as they can inhibit a child from freely joining activities. Also be aware that loose strings on sweatshirts and jackets present a potential danger and we strongly advise you to take them out. Please send your child in shoes that adhere to their feet. Shoes which do not adhere to your feet make outdoor play dangerous and challenging for all play activities and are not permitted. Sandals and boots are not appropriate as the primary shoe for school, but may support children as a secondary pair of shoes at varying times of the year.

Please LABEL EVERYTHING: coats, hats, sweaters, lunch boxes, thermoses, food storage containers, etc.


Physical Education

Physical education is part of the ECLC program for all ECLC students (not including ITC). On PE days, children should wear comfortable tennis shoes.

Arrival

Open communication is vital to maintaining the integrity of the daily classroom routine which optimizes the learning environment for the entire classroom community. The formal class day begins at 9:00 a.m. All children are strongly encouraged to be dropped off by 9:30 a.m. Arriving after that hour makes it difficult for most children to transition into the group and its activities. Late arrivals can be disruptive to the class and the individual child. If your child will arrive after 9:30 a.m., please notify your classroom teacher ahead of time. If your daily routine does not accommodate a 9:30 a.m. start, please discuss your individual circumstances with the ECLC Leadership Team. If your child will be absent, please notify the school. If your child is absent for three consecutive days, you will be contacted by a member of the ECLC faculty.

Open Door Policy

Collaboration between families, children, and faculty is integral to the ECLC philosophy. Parents are encouraged and welcome to visit classrooms once their children are enrolled in the ECLC program. Because the ECLC strives to maintain an environment where children and parents feel comfortable and safe, we do request that you adhere to the decisions of the classroom teachers regarding the advisability of visits. For some children, it is very upsetting to have a parent visit and leave. Usually this is only a temporary situation. If you have any concerns or questions, always feel free to contact your child’s teacher or an ECLC administrative faculty member.

Parking & Parking Lot Safety

Parking is available in the JCC parking lot. Please use caution and supervise your children carefully while walking to and from your car. Use equal caution when driving in and out of the parking lot. Please respect the disabled and reserved parking spaces. Please do not leave unattended vehicles in areas where cones are placed to protect the fire lanes. DO NOT leave children unattended in your vehicle in the parking lot. For your child’s safety please closely supervise your children in the parking lot at all times.

We implore you to please drive slowly and stay alert to the presence of small children when driving in the parking lot.

Cell phone use in the car or parking lot is strongly discouraged.


Release of Children Policy

Children may only leave the building with adults (18 years or older) who have been authorized in advance. You will be asked to list the names and phone numbers of individuals authorized to pick up your child on his/her emergency card. Parents are required to update the list of authorized adults for pick up as changes occur. If a child is to be picked up by an adult that is not listed on his/her emergency card, prior written permission is required. The ECLC will not release any child without written permission from a parent.

Parents/guardians and other authorized persons will be asked to present photo identification and or scan their JCC Membership Badge at the Security desk. Faculty members may also ask for photo identification if our faculty does not recognize the person arriving to pick up the child. Faculty is also required to complete a form if they ask for an individual’s identification. Authorized persons are responsible for signing in and out on a daily basis, and the child’s parents are responsible for a $20 fee if they fail to do so.

Children will not be released to an authorized person who is suspected to be under the influence of alcohol or drugs. In such a situation, the police department will be called to mediate the situation and decide whether the child can be released to the authorized person.

Signing In and Out

Maintaining accurate daily attendance records, including specific drop-off and pick-up times verified by parent signature, is a state regulation. We must insist on conscientious parental compliance with this requirement. It is a state law to sign a full legal signature, not initials, in blue or black ink. A $20 fee can be imposed per incident for neglecting to sign in and out. This fee will be automatically charged to your account, as specified in the contract.

Under no circumstances may a parent leave a child in the ECLC prior to opening (7:30 a.m.) or without making sure that the child has been received by a teacher. No children are allowed in the classrooms without faculty members present.

Early and Late Fees

If you have not registered for a program that begins prior to 9:00 a.m., we ask that you do not bring your child early even though the classroom might be open with a teacher and children in it.

Whether pick up is during the day or at closing time, if you are late, you will be charged $15 for the first 15-minutes (or any portion thereof) then $1 per minute thereafter. If you are going to be late due to extenuating circumstances, please notify the school. On the third occurrence of a late pick up, you will be asked to meet with the ECLC administration. This meeting may include discussion of a change in schedule if your chosen length of day is not meeting the attendance patterns of your child or it may include strategies to ensure pick up of your child prior to closing time (6:00pm). If this meeting fails to correct the problem, you may be subject to additional sanctions, including expulsion from the program.


Extra Hours

The ECLC occasionally allows the addition of extra hours, for a fee, (outside of your child’s regular schedule), if circumstances and ratios permit. We strongly believe that low ratios in our classrooms and age groups provide for high quality education and care and thus, extra hours will not be allowed if the addition of your child will negatively impact the experience of other children in the program. All additional hours must be approved by ECLC administration at least 24 hours prior to attendance. Teachers are not permitted to approve extra hours and have been instructed to refer all requests to ECLC administration.

Diapering/Toilet Learning

If your child is in diapers, an adequate supply of diapers and diaper wipes must be left at ECLC. Your child’s teachers will inform you when your child requires additional diapers or diaper wipes. Gloves are provided by the school. Children who are wearing diapers have their diapers checked regularly and are changed as often as necessary.

We believe that learning to use the toilet is a developmental step that happens at different times for each individual child. Thus, we do not require children to be proficient with using the toilet in order to move into the two or three year old programs. As is aligned with typical development, generally we do ask that children are proficient at using the toilet before they enter the four year old program (Pre-K).

Children will begin showing us cues that they are ready to use the toilet when they:

Find a private space to defecate or urinate

Tell us immediately after defecation or urination that they are uncomfortable and would like to be changed

Begin to “read” their body’s cues that they are going to the bathroom and inform us while they are actively defecating or urinating

Provide us with a few minutes of warning prior to having to defecate or urinate.

We will not force, cajole or bribe children to use the toilet at school. We will provide them with opportunities to have positive associations with using the toilet and will actively support the process when children show us that they are ready through the cues listed above.

Learning to use the toilet is a long process and does not usually happen overnight; having accidents is part of the learning process. Please make sure your child has an ample supply of extra clothes in his/her cubby.

We encourage open communication between teachers and parents about your child’s process in learning to use the toilet. We will work together when your child shows signs of readiness.

Nap Time

The ECLC provides a supervised rest period for all children who are in care for more than six hours, and for those showing a need for rest.


Rest time or nap time occurs approximately between 1 p.m. and 3 p.m. (consult with your classroom teachers for exact times for your child’s class). Please make every effort NOT to pick up your child during those times. A transitional item such as a soft animal or blanket may be kept in your child’s cubby and used for nap time.

ECLC educators will not force children to sleep who do not show a need for sleep, nor will they force children to stay awake who show a need to sleep. When children nap or stop taking a nap is a developmental step that occurs at a variety of ages. We believe in communication with families during this process and support the child’s needs as paramount in evaluating when this change occurs.

Birthday Celebrations

Birthdays are a time to celebrate your child. Small classes at the JCC provide a natural caring environment much like a close-knit family. Each classroom will decide together how they will honor children on their special day. Some examples include: sharing photos from each year of the child’s life, having a parent/guardian join them in the classroom for a fun project, or sharing other meaningful experiences with the class.

Parents may choose to celebrate a child’s summer birthday in our Jcamps programs or during the school year. Arrangements for all birthday celebrations should be made in consultation and collaboration with your child’s teachers. Please keep birthday celebrations simple.

You may bring a birthday snack. However, any food shared in the ECLC must be Kosher and should be clearly labeled with a hechsher (see Kosher section below). Food items shared with children at school may not be produced at home. Our on-site caterer, Blueberry Hill Catering, can provide you with snacks for your child’s class. Please see the ECLC front desk for ordering information.

Birthday invitations: if you place paper birthday invitations in the classroom cubbies, please be sure to invite all children in the classroom as a courtesy to all families. Otherwise, you are welcome to send private invitations via email or snail mail.

As part of your child’s birthday celebration, you may want to consider donating a book to the ECLC library or a toy to an ECLC classroom in honor of your child’s special day. Donation book labels are available at the preschool front desk.

Holiday Celebrations

In accordance with our program’s celebration of Judaism through the richness of Judaic traditions and values we celebrate all Jewish holidays through song, dance, telling of stories and eating of holiday foods.

While we honor the diversity of the ECLC community and welcome families from all backgrounds, we do not actively promote the celebration of holidays whose origins come from religions outside of Judaism (e.g. Halloween, Valentine’s Day, St. Patrick’s Day, Christmas and Easter). Please do not send your children to the ECLC dressed in Halloween costumes or with Valentine’s Day cards.

Kosher Food (Kashrut) Policy

Jewish dietary laws of Kashrut are prescribed by Halachah (Jewish law). The JCC takes great pride in the fact that it is a place where people at all levels of Jewish practice feel welcome and comfortable. To that end, the board of directors established that the Merage JCC is a Glatt Kosher facility.


The ECLC department ensures a Kosher environment by restricting food brought by all students to dairy and vegetarian items only. Meat (including kosher meat) and meat products (such as lard), are NOT allowed. Please read labels carefully as processed foods often have unexpected ingredients.

To maintain the integrity of this policy, individual snacks and lunches may not be shared. All food brought by students, faculty, and parents into ECLC must be ingredient kosher. Some general guidelines to ensure that your child’s food is ingredient kosher are the following: no beef, chicken or other poultry, pork products, or shellfish are allowed. All food brought into the JCC must be either dairy or vegetarian. Boned fish are allowed.

Any foods served to the entire class must be purchased from Blueberry Hill or delivered in a sealed package with a Hechsher (symbol for Kashrut, see list below). The ECLC program treats all hechshers as equal and accepts all hechshers as Kosher. All foods served by the ECLC program for snack or at all school events must have a hechsher. (Please note that a “K” alone is not a hechsher.)

If food is being served at an ECLC sponsored community/classroom gathering, regardless of whether it is in the school facility or not, we ask that all food adhere to the above restrictions.

The Merage JCC has kitchen facilities that are under rabbinic kosher supervision and this kitchen is used by our Glatt Kosher caterer, Blueberry Hill.

The following is a list of different symbols found on kosher food packages. If one of these symbols is on the product label, that item is considered kosher and may be served at the Merage JCC. You only need one of the symbols and any of them are sufficient.

http://www.ou.org/

http://www.ou.org/

http://www.ok.org/

http://www.ok.org/


*** Please note that there are some “Vegan-Certified” and “Vegetarian-Certified” symbols that

look similar to some kosher symbols. For example, the Va’ad of St. Louis symbol could be

confused with or - both of which are not kosher certifications.

Food Allergies

Some children in the ECLC program are affected by life-threatening food allergies, and even more are affected by less severe food sensitivities. Please be cognizant when selecting the food that you and your children bring in to the ECLC facility.

All families must inform the ECLC of their child’s food allergies upon enrollment or the onset of allergies if it occurs subsequent to enrollment. Families who denote that their children have food allergies will need to complete an Emergency Health Care Plan, which must be signed by their child’s doctor, as well as a Medication Release Form (if applicable).

The ECLC Program operates within the Merage Jewish Community Center. Our physical spaces, both internal and external to the building, are shared with community groups, individual members and other Merage JCC users. Thus, we are not able to say with certainty that our spaces are free of allergens.

All families will be notified of the food allergies which exist in their child’s class at the beginning of each year and as updates occur. We ask that families avoid these foods when bringing in shared items for snacks or classroom cooking projects. Please work with your classroom community to determine the best accommodation for the particular allergies that exist in your child’s classroom.

To ensure the safety of all children in the classroom, individual snacks and lunches may not be shared.

Peanut and Tree Nut Policy

In an effort to ensure that all of our students remain safe and healthy, the ECLC is a “Peanut and Tree Nut Aware” School. Tree nuts (e.g. cashews, macadamia nuts, pecans, walnuts, almonds) are not permitted in our school.

Products containing nuts, whether they be peanuts or tree nuts, nut products, products containing “traces of nuts”, and products that state they are produced on equipment that processes nuts are prohibited in the ECLC facility.

Some examples of these items are peanut butter, certain granola bars, mixed nuts, honey roasted peanuts, and bamba.

We do not prohibit items whose labels read “Manufactured in a plant that may process nut products, or may be produced on equipment that also processes nuts.”

Our on-site caterer, Blueberry Hill is not peanut and tree nut aware and thus your child may have access to these items if they order hot lunch or if they purchase food from Blueberry Hill Café on Main Street.


Lunches

Each parent will provide their child with a lunch on a daily basis or purchase a lunch through our on-site caterer, Blueberry Hill. ECLC follows the nutritional suggestions set by the State of California.

We strongly encourage families to send children’s lunches that contain the following:

• A dairy product • A protein food including fish, egg, legumes, butters, or cheese • Bread or bread alternative, whole grain or enriched • Fruit or vegetables, two total servings

Some lunch suggestions are:

Cheese and crackers Grilled cheese sandwich Brown/white rice

Fruits Soy nuggets Tuna casserole

Vegetables Waffles and jam Hummus and pita

Bagel & cream cheese Pancakes Sunflower/Soy butter

Tuna or egg sandwiches Soup English muffin pizza

Muffins/breads Yogurt Quesadillas

Pasta Fish Hard-boiled eggs

Veggie burgers Macaroni & cheese Veggie dogs

Cottage cheese Falafel Potatoes

All soy products Tofu Cheese slices

Beans Couscous And leftovers!

Gum, candy and soda are NOT allowed in ECLC. Our teachers will do their best to encourage healthy eating habits. Keep in mind the teachers will not force children to eat their healthy choices first.

Please provide an ice pack for lunch boxes, and pack food items in easy to open containers.

Snacks

The ECLC provides a morning and an afternoon snack for every child in the program. We utilize our on-site caterer, Blueberry Hill to provide snacks that may include:

• A fresh fruit or vegetable • A carbohydrate – usually in the form of a whole grain product • A diary product.

Snacks are served in the morning hours between 10-11 a.m. and in the afternoon between 3-3:30 p.m. Snacks are designed to provide children with 150-200 calories per serving.


HEALTH AND SAFETY

Health Policy

The ECLC strives to preserve the wellness of the entire community. You will be asked to keep your child at home when he/she is unable to participate in all activities including outdoor play due to illness, experiences fever, diarrhea or vomiting, or is generally feeling “not quite right.”

If your child is exhibiting any of (but not limited to) the following, you will be called to pick up your child from the program:

• Child does not feel well enough to participate comfortably in the daily activities • Faculty cannot care for the sick child without interfering with the care of other children • Child has any of the following symptoms that indicate a contagious disease or an

immediate need for medical evaluation: • Fever of 100.5 degrees or above, or, behavior changes or other symptoms of illness as

defined by the American Academy of Pediatrics guidelines for child care centers or listed at http://www.webmd.com/cold-and-flu/features/your-child-too-sick-for-school

• Vomiting or diarrhea • Complaints of headache, sore throat, or lethargy • Suspicious rashes, conjunctivitis, impetigo, and other easily transmitted conditions.

An emergency card shall be kept on file in the ECLC office with the order of persons to be called in the event of an emergency. Generally parents will be called first, unless otherwise indicated on the form. If a parent cannot be reached, the ECLC administration will follow down the list of contacts. These contacts need to be able to pick up the child within one hour of the phone call. A physician is not an emergency contact. Parents must update these cards immediately when information changes.

Communicable diseases spread very quickly in a school setting. In order to protect the wellness of all children, ECLC works with the Department of Health to develop specific policies for communicable diseases. In some cases these policies may differ from those of your physician. ECLC reserves the right to determine when a child needs to be picked up from school and when a child may return.

You are required to notify the ECLC administration, [email protected] immediately when a child is diagnosed with any communicable illness or disease. Failure to do so compromises the health of the children, faculty and parents that attend our school. Repeated or intentional failure to notify the school will result in serious consequences . ECLC is required by law to report communicable diseases to the state licensing department and in some cases to the public health department. In turn, ECLC will notify each family whose child may have been exposed to a communicable illness or disease via email and in writing outside of your child’s classroom. However the identity of the child with the illness or disease will be kept confidential. If you have any question, please err on the side of caution and inform the ECLC administration.

If a child becomes sick while at school, he/she will be separated from the other children and MUST be picked up within one hour of notification. Your child will be given an Illness Report at the time of pick up outlining when they may be eligible to return to ECLC. Children must be symptom free for 24 hours before they may return to school - .

http://www.webmd.com/cold-and-flu/features/your-child-too-sick-for-school



The following are common illnesses that you are required to report to the ECLC administration and how long a child must remain away from ECLC, but this is not an all-inclusive list:

Disease When to return to ECLC

Chickenpox When all of the blisters have dried into scabs, usually about six days after rash onset.

Conjunctivitis (Pinkeye) Twenty four hours after treatment begins.

Diarrhea (Infectious) When diarrhea has stopped. For some infections, the child must also be treated with antibiotics before returning to ECLC.

Diarrhea (Uncontrolled) – an increase in number of stools, compared with a child’s normal pattern along with watery stools and/or stool that cannot be contained by the diaper or use of toilet.

Until uncontrolled diarrhea stops, or until a medical exam indicates that it is not a communicable disease.

Fever – axial temperature of 100.5 degrees Fahrenheit or higher.

When the child has been fever-free for twenty four hours (without the aid of fever reducing medicine).

Impetigo Twenty four hours after antibiotic treatment has begun.

Lice (head) When the first treatment is complete and no eggs (nits) are present

Rash with or without fever or behavior change

When a medical exam indicates these symptoms are not that of a communicable disease – a return to school slip signed by a physician must be submitted to administration.

Ringworm Twenty four hours after treatment has begun and ringworms must be covered with bandages.

Scabies Twenty four hours after treatment has begun.

Streptococcal Sore Throat Twenty four hours after antibiotic treatment has begun. Child must be fever-free for twenty four hours.

Vomiting – two or more episodes within twenty four hours

Twenty four hours after vomiting has ceased.


Medication

The JCC does not administer over the counter medicine without signed authorization by a child’s doctor and parent. Any prescription medicine must be in its original container and needs a signed Medication Release Form. Parents must give medication to ECLC faculty and not give it to their children to give to faculty.

ECLC considers all of the following medication:

• Antihistamine • Non-aspirin fever reducer/pain reliever • Non-narcotic cough suppressant • Decongestant • Ointments or lotions intended specifically to relieve itching or dry skin • Diaper ointments and non-talc powders intended for use with diaper rash • Eye drops • Any healing agent with an “active ingredient”

For all medications:

• Medication must be in the original container and labeled with the child’s name; and • Medication must have instructions and dosage recommendations for the child’s age and

weight; and • Medication must not be expired; and • Medication duration, dosage and amount to be given must not exceed label-specific

recommendations for how often or how long to be given. • A health care provider’s written consent must be obtained to add medication to food or

liquid. • Medications no longer being used will promptly be returned to parents/guardians. For sunscreen the written consent may cover an extended time period of up to one year. For all other medications the written consent may only cover the course of the illness as prescribed by a doctor. For liquid oral medications, a measuring device specifically designed for oral liquid medications must be provided by the parent/guardian.

A licensed health care provider’s consent may be given in 2 different ways:

• The provider’s name is on the original pharmacist’s label (along with the child’s name, name of the medication, dosage, duration and expiration date)

• The provider signs a completed Medication Release Form

The ECLC staff shall administer prescription medications for children only under a physician’s directions and when the appropriate forms have been completed. The following regulations govern the dispensing of medication at school.

Prescription medicines must be in the original prescription container with the instruction label attached and administered in accordance with the label directions as prescribed by the child’s physician. When prescription medication is necessary, please ask your pharmacist to divide your prescription in half so you can have two original bottles – one for school and one for home.

Nonprescription medicine must be administered in accordance with the product label directions on the nonprescription medication container. Pain medication and fever reducers will only be


given to a child under certain medically required conditions and with prior permission from the child’s Doctor.

An authorization to Dispense Medication form must be fully completed as indicated and left with the director or office staff.

All medication must be given to a staff member to be placed in a secure and locked location. Never put medication in a child’s lunch box or cubby. Children cannot self- medicate at the preschool.

Sunscreen

As we live in Southern California, we have many warm, sunny weather days. Thus, we ask that parents apply sunscreen to their child in the morning before coming to school. Parents must provide a bottle of labeled sunscreen to be kept in the classroom. The teachers will re-apply sunscreen throughout the day as needed. For children ages 2 and under, a physician’s written consent is required by law.

Maintaining a Sanitary Environment

The JCC strives to maintain our building, equipment and premises in a clean and sanitary manner.

Our teachers and maintenance staff use the following cleaning schedule:

• Tables and counters used for food serving and high chairs before and after each meal or snack

• Sinks, counters and floors daily, or more often if necessary • Refrigerators monthly or more often if necessary • Bathrooms (including sinks, toilets, counters and floors) daily and more often if necessary • Floors will be swept, cleaned and sanitized daily, or more often if necessary • Carpet vacuumed at least daily and shampooed as needed but at least every month • Toys that children place in their mouth between use by different children • Infant and toddler toys daily, two and three year old toys weekly, four and five year old

toys every other week. • Sleeping mats, cribs, and other forms of bedding between use by different children daily

The sheets used to cover crib mats and napping mats are laundered by parents weekly or more often if necessary.

When teachers are cleaning surfaces throughout the day, they will first spray the dirty surface with soapy water, followed by a sanitizing agent. All cleaning and janitorial supplies are stored in areas inaccessible by children.

Hand Washing

Parents are encouraged to help their child wash their hands with soap and warm water upon arrival at ECLC. Children must also wash their hands after using the toilet, after the child is diapered, after outdoor play, after playing with animals, after touching body fluids (such as blood or after nose blowing or sneezing), and before and after the child eats or participates in food activities.


Accidents/Emergencies

In case of a life-threatening accident such as a head injury, severe cut, convulsion or severe trauma, a faculty member will call 911. Parents will be contacted immediately.

Emergency Evacuation Information

We as Californians are aware of the ever-present possibility of an earthquake or other emergency occurring, creating damage and dangerous conditions. The safety and welfare of our students is of the utmost concern to us. At present, your children are involved in monthly fire and quarterly earthquake drills. Our building was designed to withstand earthquakes and is built with fire safety in mind. Public safety officials have stated that the school environment provides the safest possible protection during a time of general emergency. In the event of a natural disaster or a similar emergency, a written disaster and emergency preparedness plan is maintained in each classroom and the office, which specifically outlines a course of action for the following areas: • Designation of administrative authority and faculty assignments • Contingency plans for fires, floods, and earthquakes • Means of emergency exit • Emergency transportation arrangements • Means of contacting local agencies, including the Fire Department, Law Enforcement

agencies, Civil Defense, and any other designated adults • Relocation sites equipped with necessary survival supplies to last at least 72 hours.

If an emergency occurs during the day, you may be asked to pick up your child should the school close early. Please be sure you or your designee is available by phone at all times.

The ECLC also conducts monthly fire drills and quarterly disaster and lockdown drills.

Accident/Incident Reports

Parents will receive and must sign an Accident/Incident Report for any type of injury or a more serious altercation occurring while a child is under the care of ECLC. The identity of any other child involved in the incident will remain confidential.

All minor accidents are reported through the use of the Accident/Incident report and will be handed to you by your child’s teacher at time of pick up. Minor accidents such as cuts and scrapes will be treated with soap and water; bruises and bumps will also be treated with ice.

Injuries which are of a more serious nature such as head, neck or back, suspected sprains, and broken bones will generate an immediate call to parents.

If the injury appears serious or questionable, the preschool will call 911.

It is imperative that your emergency contact information be kept accurate and current. Regardless of our ability to contact you in an emergency, we will act to obtain the care required by your child.


First Aid Readiness

All teachers are required to have current first aid and infant/child/adult CPR certifications. A first aid kit is maintained at all times in each classroom, the ECLC Kitchen and Front Desk.

Classroom Pets and Other Animals

Some of our classrooms have pets, which may include frogs, hamsters or rats, and small fish. While there are potential health risks associated with any kind of animal, the JCC takes great care to ensure that all pets are housed in appropriate containers away from eating or sleeping areas, their cages cleaned and disinfected at least weekly, pets are seen by veterinarians when needed, pets meet local requirements in counties with immunization, vaccination, and licensing requirements for animals, and that pets are fed and groomed regularly.

Children’s interactions with pets are closely supervised, and children and teachers wash their hands after handling animals. Classroom pets provide an excellent opportunity to teach children how to care for animals, about safety and hygiene when handling pets, and about responsibility.

Child Abuse Reporting Law Requirements

The Merage JCC is required by State Law and licensing requirements to report immediately to the police or Orange County Social Services Agency any instance when there is a reason to suspect the occurrence of physical, sexual or emotional child abuse, neglect or exploitation.

Faculty and staff is not obligated to inform parents if the police or the Social Services Agency is called about possible child abuse, neglect or exploitation.


COMMUNICATION

Daily Communication

In person: We believe that our school is a place of relationships and thus, you will communicate with your teachers on a daily basis at drop off or pick up or both as a primary means of communication. We recognize that there are often multiple families dropping off and picking up their children at the same time. Therefore, you will likely not be able to rely solely upon in-person communication with your teachers to meet all of your needs.

Email: Teachers have email access per classroom. The email addresses are: [email protected] do not use your room number. Examples: [email protected]. Teachers check these accounts each day and can often respond within a 24-48 hour period of time.

Weekly Communication

Newsletters from your child’s class: Each classroom distributes a weekly newsletter. These newsletters are shared in printed copies on the bulletin boards outside your child’s classroom and via Facebook pages. Newsletters will inform you about the previous week’s activities in reflection and may project out to the week to come.

Friday Flyer: As our school’s philosophy is based upon a strong foundation of collaboration with the entire learning community, we use the weekly email Newsletter, “The Friday Flyer” as a primary means of communication with our families. The Friday email, our “FRIDAY FLYER” will provide you with information on upcoming School events, programming and Merage JCC events for the coming 30 days.

If you would like to add an email to the Friday Flyer distribution list, please contact Jamie Fitzhugh, ECLC Administrative Assistant, at [email protected].

“Information Here”: In the clear, plastic flyer holders outside of your classroom you will find ECLC & JCC flyers informing you of classroom, ECLC and community events. These holders are a place for paper communication. This is in direct response to families who have commented on our past surveys that the cubbies did not allow for communication, as papers were often “pushed to the back, crumpled, or otherwise lost”. Any printed materials will be placed here and only here.




Welcome Back Night

At the beginning of the school year, we hold Welcome Back Night. This is a great opportunity to bring your child to school to meet their new teachers and get acquainted to their new classroom. The teachers will set up their classrooms for explorative play with open-ended materials and activities. This informal gathering is meant for your child to get to know the teachers and explore the classroom environment with you, not a time for formal discussions. Kesher Night is meant as the formal introduction to our pedagogical approach. (See below)

Kesher Night (Formerly known as Open House)

Kesher Night, is a parent-only event which takes place in the fall. This night provides parents an opportunity to be formally introduced to the school’s values and philosophy and how we engage children in intellectual development, commonly referred to as curriculum. It is a time to see how our approach to learning is implemented in your child’s classroom, while providing time for questions, dialogue and community building. Kesher Night is also a great time for parents and teachers to create common developmental goals for the children.

We feel strongly at the JCC that the greatest education takes place when parents, teachers and children, along with the community at large, work together to create the best possible learning environment. Parent involvement is critical to a child’s success in school and life. Therefore, we ask that both parents make every effort to attend this important evening.

Formal Parent/Teacher Conferences

On Martin Luther King holiday the school will close for regular class and care to hold our annual Parent-teacher conferences. Conference times are arranged by appointment at the school. Areas covered include formal and informal evaluation and progress reports on specific development.

The ECLC Gesher Parent Committee: Get Involved!

The Gesher Parent Committee strives to build bridges between faculty, administration, parents and students in order to enhance the community experience and support the school’s core values. In addition, the committee serves as a bridge connecting the school to the JCC and the broader community.

The ECLC's Gesher Committee offers many different opportunities for parent involvement. It is our strong belief that, as a community, it is important for our parents to have a voice and lend a hand. You may choose to get involved as a room parent, through work on an ongoing committee, or by participating in the planning and implementation of one of the one-time events that enhance our children’s learning experience. If you are interested in becoming a room parent, please contact administration at x290 or [email protected].

In the spirit of building community, we would like to see every family participate in at least one thing during the course of the year. Not only will the community be enhanced by your participation, but so will your experience, and that of your child(ren) within the school!

For more information contact Lisa Monette at (949) 435-3400 ext. 213, or [email protected].




BEHAVIOR PHILOSOPHY

The ECLC at the JCC recognizes its responsibility to ensure that all children have the right to a safe, encouraging and organized environment. In this environment, children learn and practice effective problem solving skills and recognize that appropriate behavior is essential to success.

The teaching faculty, staff, parents, and whenever possible, the child, will all share responsibility in establishing and modeling reasonable and clearly communicated expectations and consequences. By treating each child with dignity, we will affirm the worth and diversity of all, thereby creating a climate of mutual respect and understanding. We expect that all parents and/or legal guardians also abide by an appropriate code of conduct at all times while on the Samueli/Merage JCC Campus.

If, after a reasonable period of time, it is found that a child is unable to adjust to ECLC, the JCC reserves the right to request a withdrawal of the child. The ECLC administration will follow procedures as written in this handbook. The decision is left to the discretion of the Director of Early Childhood Education. We work with input from the teachers and parents in our process.

Guidance Policy/Classroom Management

Our faculty and staff is trained to phrase directions in the positive; that is, emphasizing what the child can do rather than relying on “don’t”, “stop” or “no”. We also strive to incorporate group learning and cooperation into conflict situations. Care is always taken to help children produce a positive self-image. We view guidance and discipline as positive learning experiences for children, not as punishment.

When children “misbehave”, they are generally expressing themselves in ways that:

(1) They know will achieve their desired outcome (2) We understand are normal ways of communication at certain stages (hitting, biting,

crying) (3) They are testing their limits

Due to this understanding, we work with children to act in positive and constructive ways. We see them as genuinely virtuous people and want to facilitate appropriate behavior by making it meaningful and relevant.

The most important aspect of guidance in our program is understanding and respecting your child and his/her abilities and needs, providing him/her with a nurturing and supportive environment in which staff can anticipate problems before they occur, and teaching your child the skills he/she will need in order to cope with situations when they arise.

Our center has the following discipline policy:

• Our faculty and staff are responsible for setting clear limits; that is, letting children know from the beginning what is and what is not acceptable behavior and why.

• Limits will be clearly defined and consistently maintained. • Limits are based on an understanding of your child’s needs and stage of development and

are designed to help your child develop inner control resulting in a feeling of empowerment. The teacher’s role is to facilitate and model the development of the child’s problem-solving skills.


• If a child displays inappropriate behavior, they will be given choices as to how to best deal with the situation. It is here that we will strive to create positive learning situations that take into account developmental level, feelings, wants/needs, fairness and cooperation. Our ultimate goal is to give children the tools they need to solve conflict situations on their own.

If necessary, a formal parent/teacher/administrator meeting will be requested. The goals of this meeting will be to:

• Share information based on observations, both at home and at school • Brainstorm suggestions for solving challenges • Decide on a plan for ways that teachers/administrators and parents can work together to

help resolve challenges • Agree to commit to the plan until behavior ceases • Have a written summary of the meeting which defines the plan

It is critical to keep in mind that we are here for the children and want only the very best for them. If there are specific situations that call for further intervention, we expect parents to work with us to decide what is best for the individual child.

Learning and Behavior Diagnosis and Testing

As an early childhood learning center which is focused on building and supporting our community, our classes include children with a wide range of behavior and learning abilities. Although our program is not geared to children with specific needs, such students often experience success when supported by an honest and cooperative child-teacher-parent relationship.

Parents are expected to inform the school if a child has a previously diagnosed developmental delay or disability. At times, if a child is observed to be experiencing difficulty behaving or is behaving in the classroom in a way that puts themselves or other children at risk, the ECLC teaching faculty and administrative team along with the teachers may consult and recommend that he or she be tested or observed, at the family’s expense, by an independent professional diagnostician who can help clarify the nature and source of the difficulty. Such testing may be a prerequisite for the child’s continued enrollment in the program.

The results of this developmental profile will be used to develop strategies to help the child, possibly including individual instruction or intervention outside the program. The school will work with the parents to implement these strategies; however, after trying to work with the child and his/her family with reasonable attempt to accommodate their needs, the school may decide that the child’s interests will be served better in another setting.


PHILOSOPHICAL FOUNDATIONS

Classroom Environments Contain:

Culture

Valuing children and their cultures is extremely important to us at the JCC. Young children are completely engrossed in the context of their home culture. We strive to make this visible in the classroom by means of photos of children and their families, culturally relevant objects and other materials that may be found in the home. By aspiring to this, we have found that our school becomes an extension of the home and children are able to achieve great things as they are in an environment in which they feel safe, secure and loved.

Items That Spark Reflection

Photos and panels of children busily working in various areas of the classroom are placed in relevant areas as a means of promoting reflection. Re-visiting previous projects and activities spark children’s interest to further their investigations. When children are motivated to learn, we have found that their skill base grows and they become even more experienced and proficient!

Found Items

We value items that can be found in nature as great teaching tools. Children are given the opportunity to explore pine cones, leaves, rocks, shells, plants, flowers, etc. These materials open the way to a myriad of questions about nature and life. We are also eager to move away from having mostly plastic containers for our manipulatives and toys to having baskets and other natural objects. Again, we have found that these items are more of what children may see in their homes and create an inviting environment that promotes exploration.

Sensory Materials

Sensory exploration is what it’s all about in early childhood! Young children are constantly exploring the world through their five senses and therefore we strive to incorporate as much sensory exploration into their days as possible. Messiness is integral to their learning and you do not have to go far to find it. Whether we are outside in the water, entrenched in clay, or up to our ears in paint, our teachers constantly provide the children with creative and imaginative sensory experiences.

Cozy Environments

Each of our classrooms has taken great care to create warm and cozy environments. You will find soft lighting, curtains, plants, animals, soft spaces and adult spaces. We have found that by creating these types of environments, all people that visit the classrooms will be comfortable and at ease.

Small and Magical Spaces

We have observed that children enjoy having areas that they can “escape” to in order to be alone, with a few friends or an adult. Our teachers have found that by hanging curtains and lights the children are able to be “alone” while still being kept safely in sight and sound. These areas become favorite places for reading and for creative and thoughtful imaginative play.


Methods of Observation

A huge component of emergent curriculum is observation. Please take the time to discover the ways in which your child’s teachers record observations in the classroom. This is an excellent way to take a glimpse into your child’s interests and ideas as well as to see how your teachers prepare their curriculum.

The Infant Program (6 weeks - approximately 12 months)

A Typical Day

The Infant room is designed to provide a safe and nurturing environment for the very young child (6 weeks-approximately 12 months). According to their own schedule, the infants spend their day sleeping, eating, exploring and resting. During the waking hours, the infants have the opportunity to explore their environment, interact with their teachers and each other, hear music and practice all their emerging motor skills inside the classroom and outside. The infants are held, cradled, and loved deeply each day.

Classroom Environment

Attention is given to the dimension, aesthetics, and beauty of the environment through the use of colors, lighting, and careful placement of play spaces. Sensory materials stimulate vision, hearing, and touch. We also provide rocking chairs for both parents and teachers to spend one-on-one time with a child. The chairs provide a welcome space for visiting parents and lend that home-like feeling to the program. We have also found the chairs to be a successful cruising and pulling up station for many children. Children at this age practice pulling, pushing and poking.

As safety is our primary concern, we provide objects that can be held by small hands. We provide toys that promote and challenge an infant’s curiosity, learning and understanding of their environment and the manipulatives found within. We introduce toys that challenge the infant’s skills.

Key Experiences

In these early months, babies mainly explore their new world with their eyes. We provide bright, moving objects for babies to practice looking at and also use mirrors for the children to see themselves. The teachers playfully engage the baby in repetitions of singing, smiling, laughing, talking, and looking. All of these skills help to develop a child’s sense of self.

Infants experience warm connections with experienced, consistent teachers. Feeding, sleeping, diapering and playing are all accomplished in a responsive, safe environment. The infants spend time listening to a variety of music, looking at books, being read to, exploring toys and other sensory materials, and practicing emerging motor skills such as grasping, rolling, sitting, crawling and walking. The teachers use Baby Sign Language to label items and activities, along with a large amount of spoken language.


The Toddler Program (Approximately 12-24 Months)

A Typical Day

A typical day is anything but typical in the toddler classroom! On any given day, children will participate in sensory art activities, circle time, music and movement, outside fun, dramatic play and dramatic play just to name a few. Many art projects are messy, hands-on and process-based so that the toddler can explore the function of the materials. Children are encouraged to choose activities, take care of simple self-help needs, and use their words to express their needs and to explore their environment. Because toddlers have ever changing needs, the classroom routine is flexible with a few set activities such as snack, lunch and nap. In addition to classroom activities, children participate weekly in specialist activities such as Music and Movement, and Judaics Circle Time. Judaics is an integral part of each day in the toddler room. From songs and rhymes to Ha Motzi, Shabbat and Judaic related projects, children are exposed to the richness of the Jewish heritage.


To support that drive for toddler independence, the classroom is designed for self-directed learning through interest centers. Low tables, small chairs, and low toy shelves encourage children to become involved without always requiring adult assistance. The theme of “I can do it myself” is prevalent in the toddler class. The teachers carefully prepare the interest centers with relevant and interesting /fascinating provocations to challenge emerging skills while providing a safe environment. Toddlers enjoy indoor climbing structures, soft places to relax and read books, picture rich walls, photos of themselves and their families, and toys and materials that they can use themselves. The classroom is ever changing from materials to physical layout; however, teachers are careful not to over stimulate the children with too much change.

Interest Centers May Include

Cozy Corner—pillows, stuffed animals, board books, albums with pictures of themselves, and flannel board activities

Low Easel—big paint brushes and paint, chalk, big crayons and markers, construction paper

Art Tables—finger and brush painting, clay, stickers, Playdough, collage

Sensory Table—water, cups, bubbles, sponges, shredded paper, cornmeal, rice, oatmeal

Dramatic Play—dress-up clothes, hats, shopping bags, kitchen supplies, pretend food, sink and stove, small table, baby dolls, cribs

Small/Large Motor Manipulatives—cardboard blocks, foam blocks, baskets for dumping and filling, push-and-pull toys, pulley systems, puzzles, magnets, found items

Key Experiences

Social/Emotional—Children will have the opportunity to: express their feelings and thoughts using their words as modeled by their teachers, explore parallel play with their peers, take safe risks to try out physical and cognitive skills, explore and express their own independence, practice peer problem-solving, and be a part of a classroom community.

Physical—Children will have the opportunity to: practice eye/hand movements with building, practice whole body coordination through running, jumping, kicking and throwing a ball, strengthen small muscles in the hand, and fine-tune hand movements.


Cognitive—Children will have the opportunity to: explore their environment using their senses.

Self-Help—Children will have the opportunity to: express their needs verbally, practice self-help skills such as dressing, undressing, cleaning up and washing hands, explore their independence, and offer assistance to others.

The Two Year-Old Program

A Typical Day

A two year-old’s understanding of the world and development takes place within the context of what is very familiar to them (such as their family and their home). A typical day includes: a structured literacy based group time led by the teachers, child-initiated activities, self-directed projects in various interest centers, group activities such as cooking, flannel stories and songs, sensory exploration activities such as clay, Playdough or water table, outside play and creative open-ended art activities. In addition to classroom activities, children participate weekly in specialist activities such as Judaics Circle Time, Music and Movement, and PE. The day is fluid with one activity flowing into the next with limited transition so children are able to focus on meaningful play.

Throughout the year children participate in a weekly Shabbat Sing Along including Shabbat songs, blessings, and stories. Each day before meals and snacks, children sing Ha Motzi. In every area of the classroom, Judaics are woven into activities including puzzles, dramatic play, and stories. Hebrew vocabulary is a natural part of classroom life. From counting to colors to songs, children are exposed naturally to new vocabulary.


A two year-old classroom is dynamic! Quiet work is not the norm, rather, children are engaged in active learning development which occurs within children during the 2 year range and is reflected in the environmental set-up, which changes every month. At the beginning of the year, interest centers are stocked with activities and tasks appropriate to the child’s skill level. As the year progresses, the interest centers are updated as interests and skills grow, allowing for new skills to emerge and old skills to be practiced. Throughout the classroom there are many Judaic influences such as stories, pictures and music. Many activities/experiences are open-ended, allowing for individual creative thought, problem solving opportunities, and meaningful work.


Library Corner—board books, picture books, puppets, soft chairs, cozy rugs, Writing/Literacy Center—paper, markers, crayons, scissors, tape stamps, written words, charts, poems

Fine Motor/Manipulative Area—puzzles, Legos, construction/building toys, Judaic puzzles

Blocks—wood geometric blocks, people, cars, natural objects to build with, cardboard blocks, foam shapes

Easel—assorted brushes, tempera paint, watercolors, paper

Art Tables—finger and brush painting, clay, stickers, Playdough, collage

Sensory Table/Science Center—various items to sift, sort and mix through, classroom fish, magnets, color bottles, plants, photos


Dramatic Play—puppets, dress-up clothes, kitchen set-up, various themed pretend play set-ups (flower shop, pet shop, etc.)

Creative Art—clay, paints, markers, pencils, markers, scissors, tape, collage materials, glue

*When space is available, a large motor climber or other large motor experience is incorporated into the classroom.

Key Experiences

Social/Emotional—Children will have the opportunity to: express their feelings and thoughts using their words as modeled by their teachers, explore parallel play with their peers, take safe risks to try out physical and cognitive skills, explore and express their own independence, practice peer problem solving, and be a part of a classroom community.

Physical—Children will have the opportunity to: practice eye/hand movements with building, practice whole body coordination through running, jumping, kicking and throwing a ball, strengthen small muscles in the hand, and fine-tune hand movements.

Cognitive—Children will have the opportunity to: listen and practice new vocabulary words, explore hearing stories and verbally re-telling stories, verbally express daily events, see the printed word and see their words written for them, play with letters through songs, stories and fingerplays, develop pretend games, play with numbers through songs, stories and counting rhymes, explore patterns and make collections, find similarities in groups, and give reasons and explanations for events (as they see them).

Self-Help—Children will have the opportunity to: express their needs verbally, practice self-help skills such as dressing, undressing, cleaning up and washing hands, explore their independence, and offer assistance to others.

The Three Year-Old Program

A Typical Day

Talk about busy! A three year-old’s typical day is guaranteed to be filled with lots of activities involving social interactions, cooperation skills and pretend play. Any given day can be filled with interest center work time, projects, open art activities, sensory exploration, outside/gym time and a structured teacher led circle time. In addition to classroom activities, the program is enriched with weekly specialist activities such as Music and Movement, PE, Swimming and Judaic Circle Time.

Three year-old children are very interested in group play and imaginative games. Because many classroom activities involve children working together, much attention is given to supporting children through the peer problem solving process as well as encouraging children to creatively problem solve their “work” related challenges. Throughout the year, Judaics are a natural part of the classroom. Children sing songs such as Alef/Bet, Shalom Chaverim and hear different Hebrew vocabulary as related to Shabbat and other Jewish holidays. Children are introduced to concepts such as Mitzvot, Tzedakah and Tikkun Olam through projects and every day conversation. Shabbat and Havdallah blessings, Ha Motzi and other holiday blessings are integrated into the program and children take part weekly in Shabbat Sing Along celebrations.



The classroom is set up into learning centers in which the children spend a block of time working through the materials and activities that the teachers have carefully prepared. Interest centers include science/sensory, math and manipulative, writing, art/collage, blocks/building, dramatic play, book corner, easel, and listening center. The classroom walls include pictures of the children engaged in project work, literacy based posters, and Judaic posters. The environment changes frequently to stimulate new learning and, over the year, the classroom evolves to reflect the new learning and children’s interests.


Science Center/Sensory Table—magnifying glasses, collections of natural items, color paddles, charts, posters, scales, tubs, scoops, funnels, beans, rice, dirt

Library—picture books, story books, magazines, reference books, poems, charts, flannel board stories, puppets

Writing Center—scissors, tape, primary pencils, letter stamps, cards and envelopes, markers, stickers, writing books, journals

Math/Manipulative—Legos, counting items, measuring devices, sorting collections, peg boards, geo boards, lacing cards, beads, lotto games, puzzles, dominoes

Building/Blocks—wood blocks, rocks and sticks, fabric, animals, people, driftwood

Art/Easel—paint, watercolors, various materials to paint on, chalk, spray bottles, brushes, paint rollers, clay

Listening Center—books, tapes, music

Dramatic Play—dress-up clothes, hats, shoes, purses, play food, Shabbat set-up, various theme set-ups such as restaurant, pet shop, shoe store, etc.

Key Experiences

Social/Emotional—Children will have the opportunity to: make friends, negotiate peer problem- solving, make attempts at taking turns, explore feelings and use language to describe feelings, express emotions appropriately, and join group activities.

Physical—Children will have the opportunity to: play with balancing games, kick-bounce-throw-roll balls, coordinate running/jumping/climbing movements, build with small materials, coordinate hand muscles for gluing and cutting, and practice small hand movements for pen and pencil usage.

Cognitive—Children will have the opportunity to: listen to short stories, re-tell favorite stories, express ideas/stories verbally and see those ideas in written form, express ideas symbolically through painting, drawing, and writing materials, explore words and print through stories, rhymes and finger plays, explore hands-on concepts such as texture-size-shape-color, play sort and match games, practice give and take communication with friends, explore the natural environment, and make predictions and observations.

Self-Help—Children will have the opportunity to: clean-up spills and messes, zip-button-snap clothing, practice hand washing, participate in classroom meals and clean-up, and learn personal safety rules.


The Four- and Five-Year Old Programs

A Typical Day

A typical day in the four-five year-old program includes many different types of activities designed to meet the developing skills of the whole child (social, emotional, cognitive, and physical). Children are provided large blocks of time to engage in project work. These projects vary in topic according to what the children are currently interested in and also vary according to materials. Many projects take the form of story dictations, clay sculpture, collage, tempera paintings, pencil drawings, or some other form of art expression. Project work may include a few children or the entire class at one time. Often the project process is documented with photos, dictations from the children, and teacher notes. This documentation process helps children reflect upon new discoveries during the project process and therefore deepens the learning. In addition to projects, children spend time in the classroom learning centers, which are stocked with activities designed to challenge emerging developmental skills.

Teachers not only rotate materials according to the planned lesson topic, but also according to the children’s developing skill levels. The four-five year-old children also participate in a teacher directed circle/meeting time, which can include stories and songs, cooking activities or science experiments, as well as discussions about project topics and planned daily events. Snack time and lunch provide a natural time for lively discussion between friends! Outside play, art activities, music, group games, and specialists such as Music and Movement, Judaics, and PE add to the diverse program.

Within the program, rich Judaic elements can be seen everywhere. From books, music, games and songs, to cooking activities and Hebrew vocabulary, children are naturally exposed to the rich Jewish culture and traditions. Throughout the year children sing songs such as the Alef/Bet and Shalom Chaverim. Children’s holiday songs such as the Frog Song (Pesach) and I Have a Little Dreidel (Hanukkah) are fast favorites! During Passover, children sing the Mah Nishtana during their classroom Seder. Ha Motzi is sung before snack(s) and meals and Shabbat Sing Along and are celebrated within the classroom weekly. Children easily learn the Shabbat Candle Blessing and Kiddush Blessing. Concepts such as Mitzvot, Tzedakah, and Tikkun Olam are often incorporated into classroom projects.


The classroom environment is designed to allow children to practice mastered skills and challenge emerging skills. The room is set up into complex interest centers that allow small groups of children to work together. The classroom set-up is dynamic and changes throughout the year. Not only do teachers rearrange the classroom, but in addition, interest centers such as a stage for plays or woodworking may be added to further enhance the program. Materials in the classroom interest centers change throughout the year according to the curriculum and children’s developing skill level. Literacy is everywhere! Carefully placed signs, posters, charts, clipboards and pencils encourage print and word recognition and also encourage children to write for themselves. Teachers create a warm environment that not only supports the children’s interests and needs but also shows respect for the amazing work these children do!


Science Center/Sensory Table—magnifying glasses, magnets, color mixing tables, microscope, mirrors, prisms, plants, fish, collections of natural items, color paddles, charts, posters, scales, tubs, scoops, funnels, pulley systems, measuring tape and rulers, beans, rice, dirt, clipboards and pencils for observations, flashlights


Library—picture books, storybooks, magazines, reference books, poem charts, flannel board stories, puppets, table and chairs

Listening Center—books and tapes, music, record player, records

Writing Center—scissors, tape, primary pencils, letter stamps, cards and envelopes, markers, stickers, writing books, typewriter, computer and programs

Journal Area—three-ring journals, lined paper, drawing paper, photos, markers, pencils, past project work.

Math/Manipulative—Legos, counting items, measuring devices, sorting collections, peg boards, geo boards, lacing cards, beads, lotto games, puzzles, dominoes, counting games, I Spy games, color games, pencil and paper, adding machine

Building/Blocks—wood blocks, rocks and sticks, fabric, animals, people, driftwood, hollow building blocks, Tinker Toys, Legos

Easel—paints, watercolors, various materials to paint on, chalk, spray bottles, small brushes, paint rollers, paint pallets

Dramatic Play—dress-up clothes, hats, shoes, purses, play food, Shabbat set-up, various theme set-ups such as restaurant, pet shop, shoe store, etc. with equipment such as cash register, play money, calculator, writing pads, tape recorder for plays

Art/Collage—buttons, fabric, paper shreds, glitter, sequins, magazines, leaves, scotch tape, colored masking tape, contact paper, pens, markers, ink, glue, oil pastels, colored pencils, stickers, cardboard, ribbon, clay

Key Experiences

Social/Emotional—Children will have the opportunity to: make friends, independently negotiate peer problem solving, help others peer problem solve, take turns, request help from teachers and peers, use words to describe feelings and emotions, show empathy, help others, express emotions appropriately, offer play ideas, play cooperatively and join group activities, and be part of a classroom community.

Physical—Children will have the opportunity to: play with balancing games, kick-bounce-throw-roll catch balls, coordinate running-jumping-climbing-kicking-throwing movements, skip, build with small materials, coordinate hand muscles for gluing and cutting, and practice small hand movements for pen and pencil usage.

Cognitive—Children will have the opportunity to: listen to short stories with and without pictures, re-tell favorite stories from memory, dictate stories, sequence story events, use primary pencils, play symbol and color matching games, observe letters and print, make predictions from memory or past experiences, collect observations, care for animals or class pets, arrange object and picture by attributes, observe and discuss physical changes in science experiments, play with measuring instruments such as rulers, measuring tapes, and scales, practice sequencing items by size, experiment with position, direction, distance and size while building, play with patterns and shapes, build representational items such as bridges and boats, express ideas symbolically through painting, drawing and writing materials, and explore words and print through stories and rhymes, practice give and take communication with friends, explore the natural environment.


Self-Help—Children will have the opportunity to clean-up spills and messes, zip-button-snap clothing, practice lacing and tying shoes, practice hand washing, participate in classroom clean-up, and learn personal safety rules during school such as fire and earthquake drills.

Please note: These policies are subject to change. Parents will be notified of any changes by email, classroom newsletter and Friday flyer. In some cases, a special parent meeting will be called to discuss the new policies.

We hope this is the beginning of a long partnership between the JCC and your family. We strive to provide the best possible learning experiences for your child(ren).

Working together, we can achieve this goal.

Welcome to the Aronoff Preschool!


Please sign, tear off, and return to front desk.

Thank you!

I, ____________________________, parent of _________________________ (name of child)

have read and agreed to abide by the policies and conditions set forth in the preceding parent

handbook of the Merage JCC Early Childhood Learning Center.

________________________________________________ _____________________________

Signature Date

Aronoff Preschool Parent Handbook

Documents