Parent Handbook 2020-2021 - Kansas State University
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Parent Handbook 2020-2021
Table of Contents Introduction............................................................................................................ 1 The Center for Child Development ...................................................................................................... 1 CCD Mission Statement ........................................................................................................................ 1 CCD Vision Statement .......................................................................................................................... 1 Staff Creed and our Values .................................................................................................................. 1 Philosophy ........................................................................................................................................... 2 Infant and Toddler Curriculum Philosophy ......................................................................................... 3 Preschool Curriculum Philosophy ....................................................................................................... 4 Non-Discrimination Statement ............................................................................................................ 4 K-State CCD History ............................................................................................................................. 5 General Information ............................................................................................... 5 Location ............................................................................................................................................... 5 Hours of Operation .............................................................................................................................. 5 Days CCD is Closed ............................................................................................................................... 5 Emergency Closing/Inclement Weather Closing ................................................................................. 6 Communication with the CCD Regarding Attendance ........................................................................ 6 Research at the CCD ............................................................................................................................ 6 Field Placements at the CCD ............................................................................................................... 7 Baby-Sitting by CCD Staff ..................................................................................................................... 7 Parent Communication and Involvement ................................................................ 7 Involvement ......................................................................................................................................... 7 Parent Input ......................................................................................................................................... 8 Classroom Communication System...................................................................................................... 8 Daily Communication Sheets ............................................................................................................... 8 Parent/Teacher Conferences .............................................................................................................. 8 CCD Newsletter ................................................................................................................................... 9 Classroom Newsletter .......................................................................................................................... 9 Translation Opportunities ................................................................................................................... 9
Grievance Procedure ........................................................................................................................... 9 Staffing, Curriculum, and Program .......................................................................... 9 CCD Staff Members ............................................................................................................................. 9 Curriculum .......................................................................................................................................... 10 Curriculum Goals ................................................................................................................................ 11 Physical Contact ................................................................................................................................. 11 Child Assessments ............................................................................................................................. 11 Primary Caregiving in the Infant and Toddler Program .................................................................... 12 Toilet Training..................................................................................................................................... 12 Transitioning Children ....................................................................................................................... 13 Continuity of Care .............................................................................................................................. 13 Naptime/Rest Time ............................................................................................................................ 14 Outdoor Activities .............................................................................................................................. 15 Field Trips ........................................................................................................................................... 16 T-Shirt for Field Trips .......................................................................................................................... 16 Field Trip Transportation .................................................................................................................... 16 Car Seat Policy for Field Trips ............................................................................................................. 17 Celebrations ....................................................................................................................................... 17 Birthday Policy ................................................................................................................................... 17 Show and Tell/Sharing ....................................................................................................................... 18 Arrival and Departure ........................................................................................................................ 18 Authorized Pick up of Children .......................................................................................................... 18 Cell Phone Free Rooms ...................................................................................................................... 19 Shoe Policy ......................................................................................................................................... 19 Infant Shoe Policy .............................................................................................................................. 19 Open Door Policy ............................................................................................................................... 19 Tooth Brushing Policy ........................................................................................................................ 19 Health and Safety ................................................................................................. 20 When to Keep your Child at Home .................................................................................................... 20 Illness Re-Admittance ........................................................................................................................ 20
Medication ......................................................................................................................................... 21 Medical and Immunization Requirements ........................................................................................ 21 Accidents and Injuries ....................................................................................................................... 22 Emergency Medical Care ................................................................................................................... 22 Communicable Diseases .................................................................................................................... 23 Appropriate Hand Washing ............................................................................................................... 23 Fire and Tornado Drills ...................................................................................................................... 23 Building Access and Security .............................................................................................................. 23 Visitors and Volunteers ...................................................................................................................... 24 Reporting Child Abuse or Neglect ...................................................................................................... 24 Food Program ....................................................................................................... 24 Child and Adult Care Food Program (C.A.C.F.P) ................................................................................ 24 Milk and Water Policy ....................................................................................................................... 25 Special Diet Requests ........................................................................................................................ 25 Bringing Food into the CCD for Your Child ........................................................................................ 26 The CCD is a Peanut and Tree Nut Aware Facility ............................................................................. 26 Infant Meals ....................................................................................................................................... 27 Nursing Mom’s Room ........................................................................................................................ 27 Breast Milk ......................................................................................................................................... 27 On Demand Bottle Feeding ............................................................................................................... 27 Formula .............................................................................................................................................. 28 Starting an Infant on Baby Foods ...................................................................................................... 28 Transitioning from Baby Food to Table Food/Bottles to Sippy Cups ................................................ 28 Enrollment and Enrollment Policies ...................................................................... 28 Enrollment Procedures ...................................................................................................................... 28 Confidentiality and Security of Family and Release Information ...................................................... 29 Enrollment Priority ............................................................................................................................ 29 Placement Guidelines ........................................................................................................................ 29 Scheduling Options ............................................................................................................................ 30 Summer School Age Camp ................................................................................................................ 30
Program Selection ............................................................................................................................. 30 Waiting List ........................................................................................................................................ 30 What to Bring .................................................................................................................................... 30 Helping your Child Adjust .................................................................................................................. 32 Children with an ISP/IFSP .................................................................................................................. 33 Required Notice for Enrollment Termination ................................................................................... 33 Re-Admittance Policy ........................................................................................................................ 34 Fees and Financial Information ............................................................................. 34 Monthly Fees ..................................................................................................................................... 34 Fee Policies ........................................................................................................................................ 35 Subsidies ............................................................................................................................................ 36 Discipline and Behavior ........................................................................................ 36 Children with Special Needs .............................................................................................................. 37 Final Words ........................................................................................................................................ 38
K-STATE CENTER FOR CHILD DEVELOPMENT
2020 - 2021 PARENT HANDBOOK
Introduction CCD MISSION STATEMENT
The K-State Center for Child Development
provides a family-centered early childhood
THE CENTER FOR CHILD DEVELOPMENT program in a professional and nurturing
The Center for Child Development (CCD) environment that meets the developmental
provides early childhood care and and educational needs of children,
education programs for children of K-State incorporates the experiences and values of
students, faculty, and staff and the all families and encourages children to
Manhattan and Ft. Riley communities. The explore their diverse world.
CCD is licensed by the Kansas Department
of Health and Environment to serve 246 CCD VISION
children, ages 6 weeks to 12 years. The CCD An exemplary early childhood learning
is proud to be one of less than 10% of program for children with environments
childcare centers in the nation to reach designed for living as well as for learning – a
accreditation by the National Association place where dreams and imaginations are
for the Education of Young Children fueled, a place where children, families and
(NAEYC). Our classrooms have a Lead and staff can build connections with each other,
an Assistant Teacher who have degrees or the larger community and the natural
certifications in early childhood education world. A place where teachers and staff
and are CPR and First Aid certified. love to work; where children and families
love to be; where children feel nurtured,
The CCD was designed specifically for secure, and relaxed; where children grow
children and early childhood educators. physically, emotionally, socially and
Security features such as interior and intellectually; where staff are committed to
exterior cameras, secure playgrounds and a nurturing and celebrating diversity and
single entrance which requires each where communication and relationships are
individual to have a unique entry code fostered. In our neighborhood, learners are
ensures your child’s safety. The playgrounds young and old, friendships are formed,
feature nature-based outdoor classrooms knowledge is shared, creativity is nurtured,
to address the “nature deficit disorder” conflicts are resolved, needs are met,
identified in our nation’s children; growth is celebrated, and relationships are
connecting children to nature is an formed among families and between
important part of our philosophy and families and staff.
curriculum. Our meals are planned with a
focus on healthy eating with fresh fruits and STAFF CREED AND OUR VALUES
vegetables served daily as well as ensuring I will pursue excellence, integrity and
meals are low fat, low sugar and use whole professionalism in creating supportive
foods when possible. relationships with children, parents and
fellow staff members. When I receive a
1 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021question or concern from a parent, I nature and the natural world. Within this
own it until it is resolved. The decisions I focus, children
make for my classroom will reflect the • are engaged in stimulating learning
CCD mission and philosophy that is meaningful to their lives,
statements. I will strive to keep children • explore within a healthy, safe and
safe and healthy, will treat them with secure environment,
respect and will help them explore, • are active participants in their own
understand and celebrate the world learning,
around them. • explore, study, create, and care for
the natural environment, and
I will do my best to model, to children, • explore within an emotionally safe
parents and other staff members, the environment that builds confidence.
CCD Values of
• Compassion, The CCD’s learning environment is centered
• Respect, on community, building and maintaining
• Physical and Emotional Safety, connections, and developing lasting
• Open-Mindedness, relationships. An environment where staff
• Responsibility, and and families have positive relationships is
• Integrity. essential for the development and
socialization of children. We believe that
PHILOSOPHY strong partnerships between teachers and
As a vital department within the University, parents, as well as positive relations with
the Center for Child Development (CCD) the surrounding neighborhoods and
supports the mission of the CCD and the communities are the cornerstones to a solid
mission of Kansas State University. educational foundation for our children. We
believe that our world is diverse and it is
We understand that children thrive when vital for children to recognize, appreciate,
they are safe, healthy, nurtured and secure. and understand the diversity found within
We provide a learning environment that our families and our community. Parents
stimulates children’s minds and creativity, are encouraged to use their home language
as well as supports individualized care and with children to support individual and
learning for each child. We believe that community identity. Program staff provide
children should be engaged in meaningful learning opportunities in English and try to
activities and interactions that focus on incorporate a child's home language as
physical, emotional, social, creative and much as possible. Children are encouraged
intellectual development. We recognize to use both English and their home
children as competent, capable learners language when at the CCD. These activities
and their ability to be active participants in offer lifelong social, emotional, and
their own learning. The CCD curriculum and cognitive benefits.
the indoor and outdoor learning
environments focus on active learning Our learning environment is planned to
through exploration with a focus on the create and maintain
love of books/reading, appreciation of the • community and connections,
arts, social competence, emotional and • positive and lasting relationships,
physical health, and a strong connection to
2 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021• partnerships between teachers and Therefore, one of your child’s teachers will
parents in the task of successfully serve as his or her primary caregiver.
raising children, Although both teachers will develop
• appreciation of diversity, and positive, trusting relationships with your
• appreciation of the natural world in child and develop individualized plans for
our community. your child, the primary caregiver will meet
most or your child’s diapering, feeding, and
We believe children need teachers who are napping needs as well as other daily
knowledgeable in early childhood education routines. The CCD also practices continuity
best practices and are consistent over time of care. This means within each infant,
to develop relationships with children and toddler and twos “pod”, the teaching staff
families. CCD staff are committed will work together as a unit; all teachers will
professionals with integrity, whose focus is get to know the children through
providing the best early childhood intentional and regular efforts both indoors
experience for children. CCD administrators and outdoors. Because the children will be
strive to create an atmosphere in which familiar and comfortable with the teaching
ideas are expressed openly and heard teams of their community, the transition
respectfully and decisions are made based process will be smooth and less stressful for
on what is best for the children, families the children.
and staff. We provide children and staff
with a safe and educational environment The CCD provides trained infant and toddler
where their potential is nurtured and the teachers who ensure the children grow and
inherent dignity and worth of each child, develop at their own pace, feel proud of
parent and staff member is highly valued. their many accomplishments and discover
It is vital to quality early care and education the world through exploration and play.
that These discoveries take place in both indoor
• staff members are educated early and outdoor classroom environments.
childhood professionals and are Teachers consider each child’s individual
valued and supported in their needs and wants, and work to develop
professional development, trusting relationships. Teachers observe and
• children, staff and families are document children’s development in order
valued and treated with respect, and to plan for each child and the group.
• decisions are based on what is best Through a developmental assessment
for children, families and staff. system, teachers monitor each child’s
development, track their skills and plan next
INFANT AND TODDLER CURRICULUM steps. Goals and objectives for children’s
PHILOSOPHY learning include all areas of development:
The infant/toddler curriculum philosophy is social/emotional, physical, cognitive, and
centered on the premise that infants and language. An equally important component
toddlers thrive on attachments to is strengthening the child's family and
caregivers. For years, research has shown cultural identity through meaningful
the importance of early attachment and the connections between the classroom
effects it can have later in life. Through community and the child's family. We ask
secure attachments children feel more parents to work with our teachers closely so
comfortable exploring their environment. consistency can be maintained between
3 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021school and home. Our philosophy also resources. The outdoor classroom is loosely
views the care setting as critical. Therefore, structured to provide areas for hands-on
infant and toddler teachers create exploration and discovery, physical activity,
environments that ensure safety, offer the arts, gardening, and other activities that
appropriate and engaging challenges in all immerse children in nature.
areas of development, and promote
optimum health for children. Involving families is a key component of the
preschool curriculum. Families are welcome
PRESCHOOL CURRICULUM PHILOSOPHY in the classrooms and celebrated as
The preschool philosophy is centered on partners. Parents are encouraged to
the premise that young children learn best collaborate with teachers on how to best
in a safe and nurturing environment. meet the needs of their child. It is the
Opportunities exist to help children develop intention of the CCD to encourage and
and learn through age and individually respect all family structures, traditions and
appropriate activities. The program cultures. Photos and objects from children’s
promotes children’s active exploration in all home lives are encouraged and welcome in
areas of development: social/emotional, the classroom. Families are encouraged to
physical, cognitive, and language. Teachers share stories and music from their heritage.
prepare the environment and plan activities Through learning about each other, children
that are appropriate for the age span of the have the chance to celebrate cross-cultural
children in the classroom while considering similarities and differences and develop an
the different needs, development, and understanding and acceptance of the
interests of each individual child. Teachers diverse world in which we live.
are the facilitators of learning by engaging
children in meaningful activities and long- NON-DISCRIMINATION STATEMENT
term projects. Teachers help children Kansas State University is committed to
explore consequences, make choices and nondiscrimination on the basis of race,
negotiate social conflicts. Teachers expand color, ethnic or national origin, sex, sexual
children’s knowledge and vocabulary orientation, gender identity, religion, age,
through the use of thoughtful conversations ancestry, disability, military status, veteran
and asking open ended questions. Teachers status, or other non-merit reasons, in
model respect, acceptance, and empathy, admissions, educational programs or
support each child’s accomplishments, activities and employment, including
provide encouragement, and increase self- employment of disabled veterans and
esteem by providing increasingly veterans of the Vietnam Era, as required by
challenging activities that children can be applicable laws and regulations.
successful at. Responsibility for coordination of
compliance efforts and receipt of inquiries
In addition to the indoor classroom, our concerning Title VI of the Civil Rights Act of
philosophy sees the outdoor learning 1964, Title IX of the Education Amendments
environment as an equally important of 1972, Section 504 of the Rehabilitation
component of children’s learning. Teachers Act of 1973, the Age Discrimination Act of
provide consistent outdoor time to 1975, and the Americans With Disabilities
encourage children’s understanding and Act of 1990, has been delegated to the
respect for their world and its natural Director of Affirmative Action, Kansas State
4 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021University, 214 Anderson Hall, Manhattan, The CCD continually grew and added
KS 66506-0124, (Phone) 785-532-6220; classrooms until it filled both wings of
(TTY) 785-532-4807. Revised April 22, 2008. building “L” with two infant rooms, four
toddler rooms, six preschool rooms and a
K-STATE CHILDCARE HISTORY licensed capacity of 160 children. The
In 1984 former K-State President Duane building was built in the 1950s and began to
Acker appointed a task force to study deteriorate. An appropriate facility
childcare needs for K-State students, faculty designed for children that also allowed for
and staff at the University. The task force, expansion was needed.
chaired by Dr. LaVerne Lindsey, Assistant
Provost and Director of Continuing The CCD became a department within the
Education, recommended a large childcare Division of Student Life under Vice
CCD to meet the K-State community needs. President Pat Bosco on July 1, 2007. The
However, funding was not available. The name was changed to the K-State Center for
foundation of the CCD was based on a Child Development (CCD). K-State sought
commitment by parents to organize approval from the Kansas State Board of
childcare on campus. The Childcare Regents for a $4 million bond to build a new
Cooperative received non-profit 501(c)(3) childcare CCD. The bid for the new facility
status and opened in August 1985 with a went out in 2009 and construction began in
full-day toddler classroom, a full-day June, 2009. The new facility opened at 1400
preschool classroom, and a flexible/part- Jardine Drive on December 1, 2010.
time preschool classroom. These
classrooms were housed in the lower west
wing of “L” building in Jardine Terrace
General Information
apartment complex (housing for married
students and students with families). LOCATION
Students, faculty and staff who had children The CCD is located at the east end of
at the CCD volunteered a few hours a day in Jardine Drive on the K-State campus. The
order to provide adequate staff for the campus address is 1400 Jardine Drive,
Cooperative. In January 1986, thanks to Manhattan, KS 66506.
advocacy efforts of the parental
involvement committees and the vision and HOURS OF OPERATION
funding from the Student Governing The CCD is open weekdays (Monday-Friday)
Association (SGA), the CCD was allocated 7:30 AM – 5:30 PM. Children and parents
$86,128 to bring Building “L” up to code for may not be in a classroom before 7:30 or
licensing a childcare CCD. Two more toddler after 5:30.
units and one additional preschool unit
were added as the CCD expanded into the DAYS CCD IS CLOSED
upper level of the west wing. In June 1986, K-State and the CCD are closed on the
a program for kindergarten through third following State Holidays:
grade was added. At the same time, parents • Labor Day
voted to accept an even closer association • Thanksgiving Day and the Friday
with the University by becoming a division after
of the Department of Housing and Dining. • Christmas Day
• New Year’s Day
• Martin Luther King, Jr. Day
5 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021• Memorial Day Any changes in the CCD’s hours of
• Independence Day operation will be announced via the WIBW
• Any day declared a holiday by the television station and the CCD’s Facebook
Governor page.
CCD is also closed on: The CCD incurs all staff salaries and other
• Thanksgiving week (Mon-Fri) fixed costs even during days closed for
• December 24 through January 1 inclement weather or other emergencies
In the event December 23 and cannot refund fees for the rare days it
lands on a Monday, the CCD closes for these reasons.
will also be closed on
December 23 COMMUNICATION WITH THE CCD
• One week in August (typically two REGARDING ATTENDANCE
weeks before the fall semester You must notify the CCD before 8:15 a.m. if
starts) for teacher in-service, your child is unable to attend, will be late,
building upgrades and annual facility or is leaving early. Please call 785-532-3700.
maintenance Do not directly notify your teacher – the
• K-State Spring Break in March for front desk will relay the message to the
facility maintenance classroom.
• Two half days for Parent Teacher
Conferences, normally one half day This allows us to order an accurate number
in October and one half day in April of meals and snacks for the day. We are
reimbursed for the cost of children’s meals
INCLEMENT WEATHER/EMERGENCY by the Child and Adult Care Food Program
CLOSING (CACFP). If we order a meal or snack and
If inclement weather necessitates the your child is not present to eat the meal, we
closing of K-State, the CCD will also be do not get reimbursed by the CACFP.
closed.
This also enables teachers to go about their
If USD 383 closes due to inclement weather, daily schedule as planned without feeling
the CCD will have a late opening of 8:30am “we should wait another ten minutes for...”
and will implement inclement weather
procedures. These procedures include If your child is absent due to illness you
limited childcare due to licensing must describe the symptoms or illness
regulations for teacher/child ratios and when you call in; this helps us stay aware of
required teacher qualifications for each current health situations.
classroom. Children will be accepted as
qualified teachers are able to arrive at the RESEARCH AT THE CCD
CCD. As a department at Kansas State University,
the CCD is required to actively participate in
In the event there is an emergency affecting research with other departments on
only the CCD (example: no heat or no campus. The CCD affirms that early
water), the CCD will be closed or will childhood education research involving
operate at reduced hours. children is important to advance our
6 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021knowledge base of all children and should about professional confidentially. Young
be conducted in an ethical manner. children also find it hard to understand and
relate to the differing roles of baby-sitter
The CCD management will review research and teacher. It then becomes hard for them
projects, which propose to use CCD staff to “share” the special person who comes to
and/or children to determine if projects their home to play and entertain. Our
meet established criteria. In addition, all Teacher Aides are K-State students and may
proposals must also receive approval of K- wish to make themselves available to you as
State’s Human Subjects Committee. You will babysitters. If you choose to hire a Teacher
be informed in advance of any research and Aide for paid services, please be aware that
your child’s name will never be used. we can offer neither referral nor
recommendation services. You are solely
FIELD PLACEMENTS AT THE CCD responsible for screening any and all
The CCD is supportive of field experiences potential home care providers, and neither
for K-State students from various the CCD nor the University shall have any
departments. The experiences allow an responsibility of any kind whatsoever for
opportunity for the CCD to have additional the performance or actions of an individual
staff in a classroom and young, enthusiastic you choose to hire.
and interested adults to interact with the
children. This provides K-State students a
“hands-on” experience with children while
Parent Communication
under the supervision of the teaching staff. and Involvement
BABY-SITTING BY K-STATE CENTER FOR INVOLVEMENT
CHILD DEVELOPMENT STAFF We strongly encourage parent involvement.
According to the CCD Code of Ethical We appreciate parents
Conduct and the University Ethics Policy, • sharing cultural customs, hobbies,
full time unclassified staff (our teachers and special interest or expertise with the
administrators) cannot use their children,
relationship with a family for private
• accompanying children on field trips,
advantage or personal gain, nor enter into
• reading to children in classrooms,
relationships with family members that
• participating in outdoor classroom
might impair their effectiveness in their job.
activities, and
• volunteering to help us maintain our
As university employees, teachers are not
gardens and landscaped play spaces.
permitted to accept babysitting jobs for
enrolled children. Please do not ask
We encourage parents to be active
teachers to care for your child outside the
members of our Parent Teacher
CCD. Our staff are professional educators,
Organization (PTO). The PTO meets monthly
and we request that parents treat them as
to plan CCD events including the Fall Family
such. The personal relationships that are
Soup Supper, Spring Family BBQ, Teacher
formed when teachers baby-sit for families
Appreciation Week, and other events. If you
make it difficult for teachers to remain
are interested in participating in the PTO or
objective. Real or perceived favoritism can
being a classroom representative to the
become a problem along with concerns
PTO, please let your child’s teacher or the
7 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021front desk know and they will provide you
contact information for the PTO President. Children’s feedings, diaper changes, naps,
Thank you in advance for your etc. are logged by the teacher’s as they
participation! happen. You can set your account to
receive notifications each time an event
PARENT INPUT occurs or to only receive a summary at the
At least two members of management are end of each day.
in the building at all times. Members of
management are available to answer This is also how you will be notified if your
questions about the CCD and welcome child needs more diapers, wipes, extra
parent comments, concerns or suggestions. clothes, etc. to be stored at the CCD.
If you would like to visit with a certain
member of management, please call the You will also have time at drop-off and pick-
CCD to schedule a time. up to have a quick word with your child’s
teacher. If you need to discuss a more
The CCD also seeks your input through an involved matter, we ask that you schedule a
annual on-line survey. Please help us time to meet one on one so your child’s
improve by giving us suggestions or teacher can give you their full attention.
comments. We take your comments very
seriously. This is how we improve the PARENT/TEACHER CONFERENCES
experience for our children and families. There are two parent/teacher conferences
per year; one is scheduled in the fall and
CLASSROOM COMMUNICATION SYSTEM one in the spring.
Every child at the CCD has a designated
cubby and mailbox in their classroom. At parent teacher conferences, teachers
Please check your child’s cubby and mailbox and parents review and discuss each child’s
daily. This is where you will find notes from developmental progress and review their
your child’s teacher, newsletters, artwork, portfolio which contains observations,
and other mail. pictures and work samples. Parents will be
given a copy of their child’s developmental
Classrooms also have a communication profile and together with teachers will
center and bulletin board. The create individual goals for their child’s
communication center is where you will ongoing development and learning in the
sign your child in and out daily, indicate classroom.
upcoming absences and where you will find
field trip notifications and other important You may also be asked to attend other
information such as lesson plans, daily meetings with your child’s teacher or
schedule, lunch menu, etc. program manager as needed.
DAILY COMMUNICATION Please feel free to schedule a meeting with
All classrooms use a tracking system called your child’s teacher at other times
KidReports. An account will be created for throughout the year if you have concerns or
each parent upon enrollment. This is the suggestions.
primary mode of communication with your
child’s teacher during the day.
8 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021CCD NEWSLETTER child’s teacher. If you feel the matter
The CCD publishes a newsletter for parents cannot be resolved at that level we ask that
once a month. These contain reminders of you involve our Assistant Director who will
upcoming important dates, deadlines and involve our Director if you feel it is
events. We welcome your ideas for the necessary. The Assistant Director and
newsletter as well as encourage you to Executive Director are always ready and
write an article or submit information that willing to listen to any concerns or
may be useful to other parents. suggestions parents may have. Please see
Newsletters are e-mailed monthly to the the front desk to schedule an appointment
parent listserv. If you would like a paper for a time that is convenient for you.
copy, please ask at the front desk.
If informal meetings do not solve the issue,
CLASSROOM NEWSLETTER a formal grievance procedure may be
Each classroom sends a newsletter home sought. This involves set guidelines,
once a month. Included in the classroom hearings, written statements and
newsletter are changes to the classroom arguments, written findings and decisions
staff, topics being studied, projects going on and recommendations by the University.
in the classroom, ideas to connect the Usually the resolution of concerns and
classroom and home, community problems are worked out informally
happenings, and upcoming important dates between parents and the appropriate staff
or events. members. However, on occasion, a
resolution is not achieved and a formal
TRANSLATION OPPORTUNITIES grievance procedure becomes necessary.
CCD staff value all forms of communication Please see the Director regarding how to
with families. If a family is in need of file a formal grievance.
translation services for any form of
communication with the CCD, please see
the Assistant Director. The CCD works with
Staffing, Curriculum and
the Department of Modern Languages and Program
the International Student CCD on campus to
find translators as needed. CCD STAFF MEMBERS
All classrooms have at least two adults
GRIEVANCE PROCEDURE present at all times. One full-time lead
The following is the CCD’s policy regarding teacher and one full-time assistant teacher
the approach to problems and the various is assigned to each classroom. All lead
steps for their resolution. As a member of teachers have a minimum of a Child
the CCD family, you have the right to voice Development Associate (CDA) credential
concerns regarding the operation, and all assistant teachers are actively
programs, and policies of the CCD as well as involved in continuing their education. In
the care and education of your child. addition to the full time teachers, the CCD
has part-time teacher aides assisting in the
The first step to address a concern or classrooms as part of the adult/child ratio.
problem is an informal discussion. We All staff members are certified in Pediatric
request that you first start with the person First Aid and CPR.
most involved in the situation such as your
9 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021All administrators and teachers must pass and experiencing nature and natural
two background checks. Kansas Childcare surroundings provides rich, and
Licensing Bureau runs a background check fundamental learning opportunities.
and fingerprints on all full-time and part- Activities are planned in the developmental
time employees. The University runs an areas of language, cognitive, fine motor and
additional background check on all full-time large motor physical skills, self-help and
employees. The search checks the social-emotional skills. Please ask your
employees’ criminal history for felony and child’s Lead Teacher if you have any
misdemeanor convictions and the sex questions about the plans. Teachers
offender registry at county and federal welcome parent input in planning activities
levels in every jurisdiction where a potential for children.
CCD employee currently resides or has
resided in the last 7 years. Infants, Toddlers, and Twos
Infant, Toddler and Twos classes use the
The CCD staff includes: nationally recognized Creative Curriculum
• Executive Director for Infants, Toddlers & Twos in developing
• Assistant Director of Curriculum their classroom activities. The five
• Program Manager components of this curriculum are 1)
• Enrollment Specialist creating a responsive environment, 2)
• Administrative Specialist children’s learning, 3) caring and teaching,
• HR Specialist 4) partnering with families, and 5) knowing
• Lead Teachers infants, toddlers, and two’s. These five
• Assistant Teachers components are met through the routines
• Support Staff (Floating Subs) and experiences the teacher develops with
• Teacher Aides the children. These experiences are based
• Kitchen Assistants around free-play, dramatic play, stories and
• Office Assistants books, music, art, food, sensory, and
• Custodians outdoors. Intentional learning and
relationship-building activities are planned
The Lead Teachers’ qualifications far exceed during routine times such as, hellos and
state education and experience good-byes, diapering and toileting, eating
requirements. Assistant Teachers are and mealtimes, sleeping and nap time, and
supervised by the Lead Teachers and attend getting dressed. Through daily
continuing education and ongoing training observations, teachers create an individual
at the CCD. curriculum for each child.
CURRICULUM Preschool and School-Age
Each Lead Teacher is responsible for Preschool classes use the nationally
preparing weekly lesson plans based on recognized Creative Curriculum as a basis
developmentally appropriate learning for planning the classroom environment
activities. These plans are posted on the and activities. The Creative Curriculum is
communication center board in each based on theory and research and examines
classroom. Activities are planned for both five main components: how children
the indoor and outdoor classrooms; develop and learn, the learning
discoveries children make when exploring environment, what children learn, the
10 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021teacher’s role, and the family’s role. includes cuddles and hugs, lap-sitting during
Teachers set up the environment to focus story time, and soothing feelings of bodies
on children in small groups and individually after getting hurt. These types of touches
through the use of different interest areas, are important for healthy social and
including Dramatic Play, Blocks, Art, emotional development.
Discovery, Sand and Water, Computer, and
Manipulatives. Through the Creative Warm physical contact is part of the daily
Curriculum, teachers observe and interact experience shared between children and
with the children to expand on their their caregivers. The professional staff
interests to promote developmental recognizes this nurturing helps to create
growth, cognitive learning, and a desire to and sustain trusting relationships, which
learn more about their world. enable children to feel secure and to
become autonomous. Caring touches are
CURRICULUM GOALS important for a child’s mental and
The K-State Center for Child Development emotional health.
uses a variety of curriculum choices to
promote learning opportunities that meet CHILD ASSESEMENTS
the following goals: The CCD classrooms use the nationally
• Children will achieve a positive sense of acclaimed Teaching Strategy Gold Child
self and become confident, curious, Assessment system. This system consists of
independent learners. 50 objectives in the areas of
• Children will engage in productive play social/emotional, language, cognitive, and
and learning experiences that promote physical development. Each objective has
individual development in the following progressing steps of development.
domains: social/emotional, cognitive, Throughout the year, the teacher indicates
physical, and language. which step the child has reached for each of
• Children will treat others with respect the 50 objectives. This provides teachers a
and will develop caring human way to determine what children know,
connections within their community. where they are developmentally and
• Children will demonstrate an provides a direction for planning for
understanding and appreciation of the individual children. The assessment
natural environment. information is used to plan activities that
• Children will develop social help children progress through each
competence. objective, not to compare one child to
another. Observations will be entered into
PHYSICAL CONTACT the Creative Curriculum web-based system
Teachers in the CCD provide children with a to aid in establishing patterns and
stable, secure and safe environment in evaluating children’s progress. The results
which they can grow and develop. We are are used by teachers, in cooperation with
aware of and respect a child’s sense of parents, to set individualized goals for each
autonomy, body and self. child. Assessment information is shared
with parents during parent teacher
At the same time, we acknowledge the conferences.
value of appropriate touching for healthy
human development. Necessary touching
11 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021PRIMARY CAREGIVING IN THE INFANT AND • Dry diapers for longer periods of time
TODDLER PROGRAM during the day.
Primary care is a key component of our • Starts to indicate feeling of needing to
infant/toddler classrooms. In infant/toddler go potty before actually going potty or
rooms, the lead teacher and assistant immediately indicates after going to
teachers will be assigned as the primary the bathroom in diaper.
caregiver to specific children. It is the
assignment of a special caregiver to each Toileting tips that may help in preparing
child that encourages the forming of close your child for toilet training:
relationships. It also fosters the • Cooperation and consistency:
development of closeness and trust Teachers and parents must work
between the caregiver and the child’s together to provide consistency in
family. The primary caregiver becomes the toileting vocabulary and approach.
expert regarding feedings, diapering and Please discuss with your child’s
nap times for each child for which they teacher vocabulary and toilet training
serve as primary caregiver. Primary approaches you are comfortable with
caregiving is not about the exclusion of and plan to use at home.
relationships between the child and other • Self-help skills should be a part of the
caregivers in the classroom. Assignments normal daily routine before toilet
will be made by the lead teacher and will be training begins. Encourage your child
revised whenever there are significant staff to practice self-help skills such as,
changes. A sign will be posted in each dressing and undressing.
classroom alerting you as to whom your • Children who are still in diapers can
child’s primary caregiver is. If you have develop self-help skills by pulling up
questions about this, please ask your child’s and/or pulling down their clothing.
lead teacher or the program manager. • Children who express an interest in
toileting should be encouraged to
TOILET TRAINING attempt to toilet at appropriate times
The CCD has an excellent toilet training (after meals, after naps, etc.)
system in the twos and preschool • The eventual goal of toilet learning is
classrooms. Teachers and parents work for the child to be totally independent
together to determine when each individual in their toileting.
child is ready to begin toilet training. Each • Keep toileting fun. Punishing a child
child’s readiness and needs are taken into for accidents prevents toileting
consideration so that the training process is success.
positive for the child. Generally speaking, • Toilet training books and videos may
toddlers are ready to begin the toilet help your child.
training process between 22 months and 3
• Keep the toilet training routines as
years of age. Watch for readiness signs and
consistent as possible at home and
communicate with teachers to let them
between home and school.
know your child is ready. Here are a few
• Frequent bathroom breaks are
signs to look for:
helpful, especially first thing in the
• Shows interest in using the potty.
morning, after meals, after naps,
• Longer periods between going potty. before venturing out on errands, and
before bed time.
12 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021• You may also restrict liquids prior to leave us for kindergarten they will move to
bedtime to help with nighttime a pre-k classroom.
accidents, though those are common
even after daytime toileting has been The ideal transition process is one which is
mastered. carefully planned to meet the needs of the
• Some parents have found it helpful to child and their family. Transition
have their child carry a small backpack information will be given to parents 2 to 4
with extra clothes, wipes, and other weeks before the time has come for their
necessities when the family is out and child to move to the next room. Parents and
about. This approach not only fosters the child’s current teacher will fill out
independence and ownership of paperwork for the new teacher which will
toileting in your child; but also provide them detailed information about
provides the necessary items should the child. Then a parent and teacher
an accident occur. transition meeting will be scheduled. The
goal of the parent and teacher transition
While a child will not be kept from meeting is to gather information from and
transitioning into a preschool classroom if provide information to the child’s parents in
these routines are not mastered, it is order to ensure a smooth transition for all
important that self-help skills are already involved. This meeting will include
mastered and parents and teaching staff parent/guardian, current teacher, new
work collaboratively to introduce routines teacher and possibly the program manager.
prior to starting the transition to a After this meeting has occurred the
preschool room. transition will begin.
TRANSITIONING CHILDREN Typically a transition occurs over the course
A successful transition from one classroom of three days. On day one the child’s
to another requires planning and support current teacher will take the child to visit
throughout the transition process. The their new classroom for a short time period
transition process begins well before a child in the morning and if needed, will stay with
must be fully transitioned into the next the child in their new classroom. On day
classroom. two the child will join the new classroom for
lunch and potentially stay for nap time. On
Children who are with us from birth day three the child will start in their new
typically transition 3-4 times before leaving classroom. Infants typically need additional
for kindergarten. Infants transfer at one adjustment time and their transition will be
year of age to a toddler classroom where extended up to a week.
they may stay until they are two at which
time they move to a twos classroom or they CONTINUITY OF CARE
may stay until 2.5 years of age and move Consistency in caregivers (meaning the
straight to a preschool classroom. If a child same people caring for a child for an
moves to a twos classroom they must move extended period of time) is very important
to a preschool class by the age of 3. Once and we practice this in the
upstairs, our children typically only Infant/Toddler/Twos classrooms as much as
transition one time. The fall before they will possible.
13 K-State Center for Child Development Parent Handbook 2020-2021 updated 2/24/2021You can also read
