Cooperative Community
School Finance and Operations
The purpose of this handbook is to outline the policies and programs at Child’s Play. We strive to work closely with parents in a partnership that will facilitate ongoing learning for all adults and children. Daily communication and a sense of trust between parents and educators are vital to the success of our program. The organization thrives through the collective effort of families, educators and community. The expectation is that families enroll their child in this school, not only because it is a quality early childhood program, but also to be an active part in their child’s first school experience.
Child’s Play, Inc. is a non-profit, non-sectarian organization established in 1979. The administration of the school is composed of an Executive Board consisting of parents and educators.
Child’s Play is located at 296 Angell Street, Providence, RI 02906.
VISION
We envision a world where all children can develop a strong sense of self, empathy for others, and an understanding of the importance of community.
MISSION
Our mission is to create a supportive community of diverse learners, families, and educators who work cooperatively to develop the whole child - and each other.
VALUES
Cooperative Community We value the partnership of families and educators with a common goal to provide quality experiences for children that encourage their socialization and sense of self. Adults in the co-op demonstrate respect, collaboration and open communication. Together, we create a caring environment where children learn from many adults and their peers.
Responsibility It is important for every family to participate. Being a part of the Child’s Play community takes many forms including duty days and co-op jobs for families and formal and informal school events, Family co-op responsibilities foster a sense of ownership and respect amongst all members.
High-Quality Program Professional standards and our accreditation from NAEYC and BrightStars guide our program. Our teachers are intentional with their planning and are guided by developmentally appropriate practice (DAP) which is the foundation for high quality criteria of the profession.
Play Children learn best through play. Children explore their interests at a pace that is individual and appropriate to their age and development. The role of the teacher is to observe children’s interests, extend their play, and to integrate Rhode Island Early Learning Development Standards as a natural extension of children’s own curiosity. Play focused instruction creates a greater sense of self in children and allows them to better work in groups, share, learn about their world, and advocate for themselves.
Diversity, Inclusion, and Equity Child’s Play is committed to providing an inclusive environment that instills the values of diversity and equity for our children. We conceptualize diversity as including (but not limited to) race, ethnicity, class, ability, religion, gender, and sexual orientation. Our commitment is reflected in our educational materials, the discussions we have in our classrooms, the voices we elevate, and our ongoing reflection and growth.
Educators We value and support the work of the educational team. We understand that through their guidance and expertise our program is greatly enhanced. Teachers are educated in the field and maintain yearly professional development, bringing current educational practices into the classroom. As such, we want to ensure that they are fully supported and compensated appropriately.
What is the Co-Op Model at Child’s Play?
At Child's Play, parents and teachers work together to create a positive early educational experience for our children. Parents share the fun, work, and responsibility of organizing the school and acting as its administration. Parents also contribute in the classroom, acting as teacher assistants (duty parents) on a rotating basis. This allows families to contribute to the program content, see and share as our children play, learn, grow and form relationships with others. Parents also have the chance to grow themselves, in their parenting skills, as they learn from the teachers and from each other.
Community Norms
Our community norms are central to how our community chooses to communicate with one another, collaborating in partnership to build a truly cooperative community. These are a working set of standards used for meetings, gatherings, and committee work.
Meetings start on time and are completed in a timely manner
Respect differences in opinions and experiences
When appropriate, challenge or respond to statements with questions
Focus on the ideas and avoid making things personal
Share your views and experiences; give others room to do the same
Be understanding and flexible regarding school procedures and expectations
Non-Discrimination Policy
Child's Play does not discriminate in providing services to children and their families on the basis of gender identity, sex, socioeconomic status, race, religion, cultural heritage, language, political beliefs, national origin, (dis)ability, marital status, or sexual orientation.
Child's Play is an equal opportunity employer.
Partnerships
CHILD’S PLAY(CP) is in partnership with many agencies to provide the best care and educational experience for children:
DHS - Department of Human Services is our licensing agency. We work closely with them to provide the best and safest care for our children.
DCYF - Department of Children, Youth & Families is Rhode Island’s Child Protective Services. We work alongside DCYF to ensure the safety and protection of our children.
DOHRI- Department of Health Rhode Island
BrightStars - is Rhode Island’s Quality Rating System
NAEYC - National Association for the Education of Young Children is a national rating system for Early Child Education Centers.
Current School Year 2024-2025
Please see the following documents related to our current school year:
Arrival, Lunch Bunch, Dismissal Procedures
Child’s Play has a zoning variance, allowing us to have a school here. Please follow the procedure and communicate this information to anyone who may be dropping off or picking up your child(ren). The ordinance states, “According to resolution number 6079 adopted by the Zoning Boards of Review on 6-24-85, Child’s Play agrees that children attending school will be dropped off on Stimson Ave only.” A staff member will be stationed at this entrance in order to make the arrivals and departures efficient and safe.
Drop off Pick up
Preschool 8:45-9:00 11:45-12:00
Nursery 9:00-9:15 12:00-12:15
Toddler 9:00-9:15 12:00-12:15
*1:45 pick up for ALL children who are attending lunch bunch
Drop Off
Pull up to the first spot in the school loading zone, you will get out of the car, unbuckle your child(ren) and scan the QR code from the staff member.
Once you have signed in, a staff member will bring your child(ren) over to the playground (Nursery) or to the front door (Preschool). *Toddler class families are last to drop off so that they can bring their children to the playground to help support separation.
Pick Up
Please pull up to the school loading zone, get out of your car, and sign out your child on the app. *If someone other than a parent or guardian is picking up your child, that information must be communicated to a staff member in-person, over the phone, or through the school app. Child release authorizations forms will be consulted to be sure that person is authorized to pick up and their picture ID will be checked at the time of pick up.
Do not block our neighbors’ driveways
Idling of vehicles is prohibited. You must turn your car completely off.
Turn on your hazard lights while waiting in drop-off/pick-up line
Pull up so that 3 vehicles can park in the loading zone
Park as far over to the right as possible so as to not block the road to traffic
Do not exit your vehicle while double parked when waiting to move into loading zone
Find legal parking if you plan to spend more time at drop-off with your child(ren)
Weather Dismissal and Closure
Child's Play follows the Providence Public School closures. If Providence Public Schools close, we will be closed. If Providence Public Schools delay, we will also be closed. If there is a Providence Parking Ban in effect, we will be closed. The Admin team also reserves the right to stay open or close based on input from staff and other sources.
Families will be informed of a weather closure through Brightwheel, email, and/or Facebook.
Transitions
When children enroll in our program, we recognize that for some children it may be their first time leaving their primary caregivers and entering a new, more structured environment away from home. We know this can be a big change for a family, but especially for young children. To help in our goal of supporting children with separation while also supporting families, here are some strategies we use to encourage a smooth transition.
Before school starts:
Prior to the start of school, articles and resources are given to families about the best ways to help children say goodbye.
Class Representatives schedule summer playground visits as an opportunity for children and families to meet others from their classes.
Educators will ask for families to work on a page that will be part of a class album in which they will have photos of their families, places they visit, and other information that is special to them to be shared with the class. This page is available to children in the classroom when they are missing their family and is a great way for educators to connect with children and provide comfort.
Two visits with a family member are scheduled, a playground and a classroom visit. Children are able to meet their teacher and other children one day on the playground and another in the classroom.
Once school starts:
Parents and educators work together to make the home-school transition go as smoothly as possible for children. In our experience, we find it is best for there to be a consistent, quick routine for saying goodbye. For example, first, we will walk onto the playground, go to the sandbox together, then hug and say goodbye.
Educators are there to support families and children with this separation and have open communication throughout the day about how children are doing. If a child is upset and having a hard time for a portion of the day, we may call a parent to come early to make it a shorter day for the child as they acclimate to this new environment.
As educators support children through this hard step of separation, they are building a relationship of trust with your child. We do our best to get to know children individually and what works for them during what can be an emotional time for some children. We try to take their lead, noticing if they like space while they are upset or maybe they like some extra hugs, or like to be immediately engaged in an activity. We realize that every child is different and may need more parent support before the parent leaves. We ask that parents and educators work together to find the best plan for the child.
Classrooms
There are three classrooms at Child’s Play: the toddler class (2-3 year olds), the nursery class (3-4) and the preschool class (4-5). Children must be 2, 3, or 4 years old on or before September 1st of the year in which they are enrolled. The school day is three hours in length with the possibility of a lunch bunch (extended day) for the nursery and preschool classes. In addition, the preschool class offers an extra day option to attend Tuesday and/or Thursday. Due to our co-op model we are able to maintain great adult:child ratios. Toddler class has 3 adults to 10 children, Nursery has 3 adults to 15 children, and Preschool has 4 adults to 20 children.
Education Team
The education team is employed by the co-op for their educational expertise in early childhood. The education team is composed of the education coordinator, classroom educators, and any educational consultants. Child’s Play prides itself on hiring qualified, experienced educators. These educators work together to develop and maintain a high quality program/curriculum based upon the best early childhood practices as mandated by NAEYC (National Association for the Education of Young Children), Bright Stars, Rhode Island Early Learning and Development Standards and licensing regulations. Staff have the appropriate early childhood credentials for their positions and participate in ongoing professional development. All staff participate in at least 20 hours of professional development per year. This includes workshops, seminars, and conferences. In addition, there are monthly staff meetings including two all-day inservice sessions. Our educators are committed to the philosophy of the co-op and serve as partners with families in implementing the program. Duty parents work within the classroom supporting the educational experience of their children.
Job Description for Education Staff:
Teachers and Assistant Teachers
Child’s Play prides itself on hiring highly qualified, experienced, nurturing teachers and assistant teachers. Along with the Education Coordinator and the Co-op Education Specialist, the staff work together to develop and maintain a high quality program/curriculum based on the best early childhood practice as mandated by NAEYC Accreditation, BrightStars, The Rhode Island Early Learning and Development Standards, and licensing regulations. All Child’s Play staff has the appropriate early childhood credentials for their positions and participate in professional development opportunities which include workshops, seminars and conferences (a minimum of 20 hours per year is required by licensing). They all attend staff meetings throughout the year, as well as an In-Service Day at the end of the year. They are committed to the philosophy of the co-op and work together with parents to provide the best program for children.
Child's Play employs two teachers and two assistant teachers for the Toddler, Nursery and Preschool classes.
Music at Child’s Play with Audrey Greene
Music time at Child’s Play is about appreciation and ownership. It’s about how music lifts, comforts, and empowers people every day. It’s about knowing that you don’t have to be a musician to make and listen to, and love music!
From October through May, we will be experiencing and exploring vibration, different tempos and rhythm, feelings of thankfulness and sadness, how we hear, how to listen. We will listen and move to different genres of music: marching, waltzing, and various working songs. We will listen to, and play wind, string, and percussion instruments, taking care to look at instruments from their beginnings and from different cultures.
If you happen to be a duty-parent on a music day (Wednesdays, October through May) you may hear the children’s name song and watch as they stand up when they hear their name, and then join in as we dance to a child’s favorite rock song. You may see a march threading its way through the classroom with your child joyfully leading, baton in hand. You might see the children pair up for a waltz, work on a railroad, work together to hoist a sail so the crew can go home. If you play a wind, percussion, or string instrument you might be sharing your love and talent with the children one Wednesday. And parents will be learning about music time through the teachers and, of course, from their children!
Music at Child’s Play is not about mastery, nor is it passive listening. It is about feeling empowered to explore with our ears, our bodies, and our hearts, the wonder and power of music throughout the world and throughout our lives. In May, at the end of our last music time, I give them “homework”: I ask them to sing every day and I paraphrase Maya Angelou and urge the children, “When you get the chance, dance.”
Philosophy
The foundation of our educational philosophy is our view of the child. We see children as competent and capable, with endless opportunities of expression to share their curiosities and understanding about the world around them. Our primary goal is to create and maintain a warm, loving, enriching environment that fosters positive identity and values, enhancing and honoring the individual development of each child.
Child’s Play reflects the following beliefs:
We believe that childhood is a unique and valuable stage of the human life cycle.
We believe that play is the vehicle for all learning (social, emotional, physical, and cognitive learning).
We appreciate and support the close relationship between child and family.
We recognize that children are best understood in the context of families and society.
We respect the dignity, worth, and uniqueness of each child.
We recognize that children are active learners, drawing on direct experiences to construct their own understanding of the world around them.
We believe that while there are general characteristics or stages of development, there are also variations due to cultural context, experiences, and individual differences.
We are dedicated to supporting children in achieving their full potential
We believe that learning is not an isolated experience. Children learn in the context of relationships between development domains and in their relationships with one another.
NAEYC (National Association for the Education of Young Children). 2022. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. 4th ed. Washington, DC: NAEYC.
Curriculum
Learning for young children requires active thinking and exploration. We believe that young children learn best by doing. This is true of the youngest child who explores their world through their senses and it is true for the oldest child who is beginning to understand that words describe thoughts and feelings.
Therefore, the physical environment plays a considerable role in the development of curriculum. With great intention, the environment is offered to children as an invitation for play. Educators observe children to assess their interests, abilities, and challenges. This allows for individual and group experiences, which enable each child to grow and progress at their own pace. Program-wide strategies ensure that differentiated teaching is based on the assessment of each child’s developmental levels, individualized learning and interests.
Educators play many roles as they implement an effective curriculum: environment designer, nurturer, relationship coach, observer, facilitator, role model, co-play initiator, resource provider and planner. It is through these various roles, that the teacher delivers an effective, individualized curriculum.
Educators work within an emergent curriculum. This process relies on teachers being skilled observers. It is through observing the children at play, noticing the details of what and how they’re playing, that teachers begin to uncover the children’s thinking, intentions, and understandings or misunderstandings. Through the process of reflection and documentation, teachers are then able to respond thoughtfully as to their next steps to meet the individual and group learning needs of their students.
Educators view the outdoor environment as a critical component and part of the child’s day. It is an extension of the classroom and is considered another environment for learning. We embrace the Norwegian saying, “There is no bad weather, only bad clothes!” We want children to experience nature's provocations associated with weather. We do try to be outside in all conditions, provided children are dressed appropriately for outdoor play and conditions are safe. This is an environment that encourages flexibility and spontaneity in their play, so we value our time together outdoors.
Creating a High-Quality Curriculum
Criteria for high-quality early childhood programs, based upon the National Association for Educating Young Children (NAEYC), are implemented throughout our program. Child’s Play is accredited by NAEYC. We are assessed on standards that include specific guidance in areas such as relationships, activities, teaching, scheduling, routines, and the physical environment.
The foundation for implementing these criteria is based on the concept of developmentally appropriate practice (DAP). This is the way in which educators are best guided to make decisions in the best interest of every child. NAEYC defines developmentally appropriate practice as, “methods that promote each child’s optimal development and learning through strength-based, play-based approach, to joyful, engaged learning.” There are three core considerations that educators must implement in making decisions in the best interest of every child: commonality, individuality, and context.
In addition to these guidelines for best practices, we are committed to implementing the Anti-Bias Curriculum, not just in the classroom, but throughout our early childhood programming as it best aligns with NAEYC and DAP for the children and families that are served within our program. We work hard to accomplish the following Anti- Bias goals from this curriculum:
Goal 1: Identity
Teachers will nurture each child’s construction of knowledgeable and confident personal and social identities.
Children will demonstrate self-awareness, confidence, family pride, and positive social identities.
Goal 2: Diversity
Teacher’s will promote each child’s comfortable, empathetic interaction with people from diverse backgrounds.
Children will express comfort and joy with human diversity, use accurate language for human differences and form deep, caring connections across all dimensions of human diversity.
Goal 3: Justice
Teachers will foster each child’s capacity to critically identify bias and will nurture each child’s empathy for hurt bias causes
Children will increasingly recognize unfairness (injustice), have language to describe unfairness, and understand that unfairness hurts.
Goal 4: Activism
Teachers will cultivate each child’s ability and confidence to stand up for oneself and for others in the face of bias.
Children will demonstrate a sense of empowerment and the skills to act with others or alone, against prejudice and/or discriminatory actions.
*Derman-Sparks, L., Edwards, J. O., & Goins, C. M. (2020). Anti-bias education for Young Children & Ourselves (Second). National Association for the Education of Young Children.
Curriculum: Inclusion, Diversity and Anti-Bias
In the classroom and in the curriculum, Child’s Play currently meets and exceeds NAEYC accreditation in these areas. The foundation of Developmentally Appropriate Practice (DAP) lies in the teachers intentionality and decision making. As they make decisions they consider three areas of knowledge:
Knowing about child development and learning
Knowing what is individually appropriate
Knowing what is culturally appropriate
*Education staff will be learning about revisions to DAP that have been recently implemented
In addition, there are also areas that will require more attention and opportunity for professional development. Below are items that are currently being done along with areas that are our vision around diversity and inclusion in early childhood education:
Books, pictures, and posters in the classroom display images and tell stories of different races, different cultures, and different family structures.
Figurines/dolls in the class represent different races, genders, ages, abilities, and professions.
Pictures throughout the classroom present different races and genders in a variety of cultural, familial, and professional situations in non-stereotypical ways.
Teachers initiate projects, groups, and discussions that celebrate each child and each child’s family. Children are asked to bring in photographs of their families and create books celebrating themselves and their families.
During small group sessions, each child is treated with equal respect and consideration. Each child has the opportunity to speak out loud while the other children listen.
Staff participates in professional development focused on diversity and multiculturalism in education.
Because we are a co-op, parents and caregivers are present in the school every day. Families are encouraged to share their culture and/or language with the students. CP strives to hire exceptional teachers and administrators.
All of our teachers meet or exceed NAEYC standards for education and experience levels.
When hiring, CP reaches out to a multitude of educational institutions and professional recruiting organizations to ensure a diverse pool of applicants from which to identify the best additions to our faculty.
A requirement of each position is the ability to work comfortably and effectively with people of all races, ages, nationalities, sexual orientations, gender expressions, and backgrounds.
Children are taught about consent and respect, teachers ask children before doing something (taking a temperature, wiping a nose, assisting) They also encourage children to ask each other before providing a hug to make sure the recipient is okay with it.
Children are coached through the conflict mediation/resolution process which requires them to listen to other points of view, use their voice to share their opinion, and problem solve with others to find a solution that both children can agree to.
Self-Identity is at the forefront of children’s discussions and work as they are still experiencing egocentric thinking and are being asked to think beyond themselves, to others in their classroom community. Activities may include creating self portraits to examine the similarities and differences among the group of children.
Teachers may encourage opportunities to vote on activities where children use their voices, but also understand the meaning of fairness and democracy.
Children are taught about tolerance through recognition of different types of learners in their classroom. If/when a child has special rights, teachers coach other children in how to interact positively with that child and communicate effectively. This encourages children to view everyone as a unique learner and see their part in helping their classroom community.
Babies are assigned male or female based on physical characteristics. This refers to the "sex" or "assigned gender" of the child. However, "gender identity" refers to an internal sense people have of who they are that comes from an interaction of biological traits, developmental influences, and environmental conditions. This may be male, female, somewhere in between, a combination of both or neither. Teachers are aware of gender stereotypes and societal restraints based on gender and look for opportunities that challenge traditional gender roles. They support and individualize children’s perspectives and identity on gender and look for ways to challenge societal constructs and also challenge children to think about these stereotypes in hopes that they will challenge them as well.
Silence is not an option. Children have questions and sometimes it is about topics that adults feel uncomfortable or ill equipped to discuss. Still, silence is not an option. Silence or an unwillingness to discuss a topic robs children of vocabulary and practice to talk about what is troubling or concerning to them. Silence also promotes fear, “this subject is unsafe to talk about even for my adult.” Our responsibility is to provide developmentally appropriate language and explanation that is matter-of-fact. When you need more time as an adult to think about how you want to talk about the issue, share that. “This is really important, I need some more time to think about how we can talk more about this” and then follow up with them. For example, when children make observations about race or disabilities, teachers provide appropriate context and vocabulary to support children’s understanding with the main focus being acceptance, tolerance, inclusion and learning.
Implementing a diversity/ ANTI-BIAS curriculum into a program is a journey----a journey for the program and for each individual staff member, child and family. We are all on different roads of that journey but together we can keep moving the program forward.
Holiday Policy
We recognize that holidays are not universal. Holidays are one way to explore diversity, but it is a small part of the diversity and anti-bias curriculum. There is a difference between celebrating and learning about a holiday. There is a distinction between everyone participating in an activity to learn about a holiday and everyone celebrating it. The goal of holidays in our curriculum is to teach children about what a holiday means to the cultural or religious groups who honor it as well as the various ways people choose to celebrate it, understanding that people celebrating a specific holiday may do so in different ways. At Child’s Play, we want to focus on how families in our community choose to celebrate or not celebrate specific holidays as well as creating school made holidays that are inclusive to our families (“Honoring our Families Day” rather than Mother’s or Father’s Day). Information is appropriate to children’s level of development and is presented in a clear, matter-of-fact manner. Many times, these topics arise from children sharing stories from home or from teachers sharing picture books to broaden children’s explorations of holidays, traditions and celebrations. It requires communication so that we can enjoy learning about one another’s holidays without having to accept ideas and participate in rituals that are different from their own. Some of the goals are:
Support children’s family traditions and cultural identities.
Expand children’s awareness and appreciation of others’ cultural traditions.
Discuss that some people do not celebrate religious or national holidays but have other traditions and family celebrations that are important to them.
Children will recognize misinformation and stereotypes that are associated with holiday traditions when they arise.
Children will learn about how to work for fairness and justice for all people.
Curriculum Planning
Educators meet weekly to discuss and plan for their classroom environments. The image below illustrates the cycle of inquiry for curriculum planning. Educators use many resources to create appropriate and meaningful learning experiences for children. Some of these resources include pieces of the Creative Curriculum as well as the Rhode Island Early Learning Development Standards (RIELDS). Domains in the RI Early Learning and Development Standards include development in the following areas: Physical Health and Motor, Social and Emotional, Language, Literacy,
Cognitive, Mathematics, Science, Social Studies and Creative Arts. As educators plan, they look at these domains and the indicators for appropriate human development.
Toilet Learning
We recognize that each child and family takes a different approach to learning how to toilet train. Therefore, we work with families individually to learn about where children are in this self-care process and a plan is carried out in conjunction with the parents/guardians. We do not require children to be toilet trained in order to enroll in any of our programs.
Diapering Policy
Disposable diapers are to be provided by the family. Diapering will only be done in the designated area (bathroom with the changing table). Surfaces in diapering area will be kept clean and are not used for other purposes. Diapers are changed when wet or soiled and disposed of in a lidded, hands-free container. Diapering procedures are posted in the bathroom as well as cleaning/disinfecting guidelines. If a child uses cloth diapers, a family must provide a non-permeable material (wet bag) for use while the child is in attendance. We are not allowed to rinse or empty cloth diapers, so the container or wet bag will be provided to the parent/guardian at pick up.
Clothing
Each child will need a backpack or tote bag to transport school papers and projects home safely. Choose one that your child can open and close easily and is big enough to hold lunch, art projects and extra wintertime gear. Label all materials clearly with your child's name.
Teachers see children learning to dress themselves as a great opportunity for problem solving, fine motor skills, and self-care.
Please supply at least one extra change of clothing (updated seasonally) wrapped in a big Ziploc bag or in a shoebox. If your child wears diapers or pull-ups, place a few of these along with the extra clothing.
Please dress your child in clothing appropriate for the weather and suited for active play, both indoors and out. Because children will be working with paints, playdough, clay, etc. clothing that will not be damaged by such materials are recommended. Rubber-soled shoes are strongly recommended at all times. For your child's safety in climbing and running, we do not recommend sandals. A raincoat with a hood is especially helpful on rainy days. Place shoes or slippers in their tote bag if your child wears boots to school, and pack snow pants if it is really cold and snowy. One under-dressed child may keep the whole group inside.
Rest Period
Rest and Digest occurs directly after lunch for children who are in attendance for Lunch Bunch (Nursery and Preschool Classes). Children have time to sit or lay on a mat, provided by the school (sanitized after each use), for approximately 15 minutes to look at books or play quietly with a stuffed animal.
Field Trips
Parental permission must be obtained before any child may go on a field trip. Prior to each field trip, a permission slip will be sent home for the parent to sign and must be returned to the teacher before the trip. Parents will be notified in advance of all field trips so that those who do not wish to participate can make other arrangements for their child for that day. When driving or riding on a field trip, parents should make other arrangements for siblings unless they are specifically invited. Parents transporting children on field trips must have liability insurance and there should be two parents in the car with the exception of short local trips, when available.
Behavior, Guidance & Discipline Policy
The purpose of guidance and discipline is to teach children acceptable behavior. We believe in a positive approach to this and are committed to providing an environment where children feel safe, comfortable and happy. Children’s behavior is influenced by their overall development, their environment, and their caregivers. When children receive positive, non-violent, and understanding interactions from adults and others, they develop good self-concepts, problem-solving abilities, and self-discipline.
Each child differs in terms of his/her activity level, distractibility, and sensitivity. Guidance and discipline are positive ways to help a child develop self-control and confidence handling their needs in a socially acceptable way. This is an on-going process, not a single act. We are here to teach and guide each child to learn the skills to manage their own behavior.
Adults will model socially acceptable behavior and manners along with positive reinforcement and acknowledgement of good behavior. We maintain a positive discipline policy, which focuses on prevention, redirection, love, consistency, and firmness. Child's Play does not allow its teachers or others helping in the classrooms to use physical punishment, verbal or emotional/psychological abuse or coercion against any child attending the school. Shaming and guilt inducements are never used. We also never use food or outdoor play as a reward or behavior consequence or threaten children in any way due to behavior.
Classroom rules will be tailored to the developmental level of the children, be short and simple, be stated in a positive way and used consistently. When appropriate, children will be encouraged to develop rules together. Rules will be developed around respect for other people and for property. These rules are discussed with the children at the beginning of the school year and daily reminders are given throughout the year. For example:
Playing safely to avoid hurting self and others
Showing respect for other people's work and belongings
Asking for turns rather than using force to get a toy.
First and foremost, teachers attempt to assess the reason for a child’s negative behavior: The child doesn’t know how to interact or how to play with others, or the child is tired or hungry. Once this has been determined, we work with the child to help them discover a better way to resolve problems. The approach is one of problem solving, “it looks like you are wanting x, what could we do instead?” Children are encouraged to practice the skills that will allow them to resolve conflicts and have their needs met without the use of aggressive or destructive behaviors. Children are taught to use their words instead of actions. For example, to say "I don't want to be chased" or "I'm angry because you knocked down my building.”
When situations occur which require intervention, teachers or other adults will provide the children with clear, neutral explanations as to why a specific behavior is unacceptable, and alternative modes for acting will be suggested. The teachers will assess the child's individual needs for guidance and use the most appropriate technique for the situation. Some may need conflict resolution, guidance in labeling feelings and thoughts, or redirection; others may need time alone to refocus. Examples of situations and possible techniques are as follows:
Children who are behaving in a disruptive but not necessarily aggressive way may be redirected to a quiet, calming activity for a short period of time. This gives the child a chance to settle down and focus on an activity. When this activity is completed, the child is usually ready to go on to an activity of their choice.
Sometimes a child will become quite angry or upset about a situation and is unable to be reasoned with or to discuss the problem. After the teacher has tried to calm the child and discuss the problem, the teacher may suggest that the child go off to a quiet place in the room such as the book corner or to a quiet, calming activity and get themselves together. When they are ready to join in the activities then they may do so.
If the child is unable to go off by themselves, the teacher may take the child away from the group to help calm the child, where they will sit until the child is calm enough to talk. The teacher will talk to the child, help them think of a more appropriate behavior, and help the child re-enter into play. On a rare occasion when a child loses control and could possibly injure themselves or others, we may be required to hold the child to soothe them until self-control is gained.
Occasionally, a child is aggressive towards others. If the child has hurt another child, the teacher will attend to the hurt child immediately. The child that did the injuring will be asked what they can do to make the hurt child feel better and help take care of them. If the incident resulted in injury to another child, the teacher will inform the parents of both children involved.
If there is a continuing pattern of aggressive or disruptive behavior (such as biting, pinching, hitting, kicking, abusive language) beyond what is deemed acceptable by the teacher, the following steps will be initiated:
Teachers will consult with fellow staff members, the Education Coordinator and/or Co-op Education Specialist to develop alternatives for helping the child gain control of his/her behavior. Observations of the child by the Education Coordinator and/or Co-op Education Specialist may be performed.
If the problem persists, the teacher will contact the child’s parents to inform them of the concern and to gather information, discuss some strategies to use and work together to resolve the issue. The Education Coordinator will be informed. If the aggressive behavior is done repeatedly to a specific child, the teacher will contact that child's parent(s). Appropriate strategies for comforting and self-defense will be discussed. The parent(s) of that child will be informed that the school is working with the other child's parent(s), and they will be updated periodically on progress within the classroom.
If the behavior continues and/or escalates, the teacher will consult with the Education Coordinator and the Co-op Education Specialist. The parent(s) will be asked to meet with the teacher to: a) review the behavior, b) develop a plan of action, and c) set appropriate goals. The Education Coordinator and/or Co-op Education Specialist may sit in on this meeting. The teacher will address the issue in the classroom using developmentally appropriate practices and possibly at the parental level (i.e., classroom meeting, articles/handouts, letter sent home)
If the plan of action developed by the parents and staff is not working, a meeting between the teacher, parent(s), Education Coordinator and/or Co-op Education Specialist will be arranged. This meeting will include a thorough review of the situation and may lead to recommendations for screening, counseling, and/or contact with other outside resources. Once these screenings occur, recommendations may be made by specialists and implemented in the classroom.
If, after these steps, we are unable to meet the needs of the child, a recommendation will be made to the Board by the teacher, Education Coordinator, and Co-op Education Specialist which may include a decision of exclusion. Exclusionary measures are considered when all other possible interventions have been exhausted and there is an agreement with the educational team that exclusion is in the best interest of the child. If exclusionary measures are taken, Child’s Play will continue to advocate for the family and the child and offer assistance in finding appropriate services and alternative placement that meets the needs of the child.
For more helpful hints regarding setting limits and handling difficult situations please refer to the Handbook for Classroom Assistants in your classroom packet from your child’s teacher or reach out to a staff member.
Child Assessment
Assessment goals for learning are aligned with criteria from the NAEYC accreditation system and informed by the Rhode Island Early Development and Learning Standards as well as the assessment goals from the Creative Curriculum. We individualize every child. In order to plan curriculum appropriate to each child an assessment system is used. This includes observing and documenting observations of each child. This process allows us to identify where children are in their stage of learning and to inform us, as educators, of next steps to support growth and learning. Additionally, information collected in this process may identify the need for outside resources including, but not limited to speech and language therapy, occupational therapy, or physical therapy.
The purpose of observation and documentation is as follows:
Identify children’s interests and needs
Deepen educator’s understanding about each child’s thinking and development
Help educators make informed decision
Take each child’s work and feeling’s seriously, and to give value to them
Help children to reflect on and maker sense of their own experiences
Make learning visible to families and the community
We use the method of authentic assessment in determining the developmental assessment of each child. This ensures that tools and methods which we use for assessment are appropriate. This includes that they are “developmentally appropriate, culturally and linguistically responsible, tied to children’s daily activities, supported by professional development, inclusive of families and connected to specific beneficial purposes.”
Educators are professionally trained through coursework on assessment for young children. In addition, they participate in ongoing professional development as well as utilizing professional journals, books and technology on this topic.
Families are an integral part of the assessment process. They have particular expertise concerning the habits, abilities and interests of their child. Families share information in a variety of ways. This includes completing a form about their child, ongoing conversations, notes and participation in formal conferences as the educator shares assessment information. Families work with the educators to set goals for their child.
Other Methods of Assessment
Child Outreach Screening is done once a year, usually within the first three months of school when possible, for all eligible children 3-5 years old. It is provided by the Providence School Department. Early Intervention information is given to the families of our younger children in the Toddler Class in the fall.
Educators at Child’s Play do not administer norm-referenced or standardized tests. However, educators work with specialists who are trained to administer these tests when a child is referred for further evaluation. If a child is found to need further assessment/test, we will work with the family and the local school district or other specialist of the family’s choice. We provide guidance and support to the family throughout this process and meet with the family and specialist, as needed. If a child has an IEP/IFSP we will work to carry out the goals set forth in that document.
Assessment Plan
Gather information from Teacher Information Form
Formal/Informal conversations with families frequently throughout the year
Review previous year’s assessment
Overview assessment of new children
Collect information throughout the year on all children (observations, anecdotal records, portfolios of work, scribbling/drawing, art, block building, photographs, videos)
Use a variety of techniques and forms
Family “conversations” (conferences) twice a year (more if requested/needed)
Communication
Parent Communication
Communication is a critical component to the success of our cooperative community. Our communication directory is a document updated yearly to provide families with information as to the people they can speak with pertaining to their questions or concerns. Additionally, there are other methods of communication within the community that are listed below to ensure effective, regular communication with families and staff.
School Phone
The school has one main telephone in the Education Coordinator office. Our number is (401) 331-8443. Please call if you need to speak with a staff member or to let us know if your child is ill and won't be attending school. During the summer, an answering machine picks up and forwards all calls regarding Child's Play. If there is an emergency and you cannot reach anyone at school via the school phone, call the office of the Central Congregational Church at (401) 331-1960.
School Directory
Each family receives an all-school address and phone directory ("Master Class List") at the beginning of the school year which provides the contact information for all families in our community as well as their co-op job for the school year. We ask that if any of your family information changes (address etc.) that you reach out to Admissions@childsplayri.org and the Education Coordinator so we have the most up to date information.
Communication with the Education Team and Brightwheel
Our educators are available to communicate with you through in-person conversations, telephone, or through the Brightwheel app. The Brightwheel app is the best way to be up to date on what is happening with your child throughout their day. It also provides a messaging option to reach out to educators about questions or information that would be best to support your child while they are at Child’s Play. Keep in mind that any messages sent will be responded to during work hours for staff. Please see the all-school directory (“Master Class Lists”) for educators phone numbers and email addresses.
Children's Cubbies
Each child has a classroom cubby. Cubbies are used to store your child's belongings during school hours and to get information & projects home to you. Please be sure to check your child's tote bag or backpack each afternoon so you don't miss important notices sent home.
Class Representatives ("Class Rep")
Each class has a Class Representative whose child is in that class. Their primary job is to set the duty and substitute day schedules, help keep you in touch with all school activities, field any questions you may have about school, and be your representative to the Executive Board of the school. The Class Rep also works with the educators to provide updates for families during classroom meetings that occur during the All-School Meetings.
Child's Play Website
Our website www.childsplayri.org is continually updated with current information for our present community and prospective parents in their search for programs in our area. The Child’s Play Handbook is accessible on the website and updated as a reference for current and prospective families. All parents are required to read the handbook as it is critical to understanding school operations and policies.
Child's Play E-mail
The Co-Presidents and Committee chairs may contact you via email regarding school events and general information. Each Board member/Committee has a Child's Play specific email address that they will use for school business. This must be checked regularly to ensure an appropriate response time.
Meetings
As a member of the Child's Play cooperative, you will be attending meetings throughout the year pertaining to your committee's work and the general operation of the school. Some committees meet more frequently than others; some meet on an as-needed basis.
Executive Board Meeting
The Executive Board meets approximately once a month. The Executive Board consists of the Co-Presidents, VP of Admissions, VP of Long Range Planning, Class Representatives, the Secretary, the Treasurer, the Alumni & Special Events Chair, Fundraising Co-chairs, Lead Teachers, the Education Coordinator and the Cooperative Education Specialist. Agendas for these meetings are posted approximately one week in advance. All families are welcome to attend Board Meetings, we encourage members of our community to be active members in our school. If a family has a request for the Board, they must submit their proposal/request two weeks prior to the scheduled board meeting. For families that do wish to attend (either as an audience or for proposal review) part of the board meeting may be closed for voting and further discussion by board members. Regardless of attendance, only board members may vote.
All-School Meetings
The entire school meets formally five times a year. All-School Meetings are held to give everyone a broad look at the school and its direction, and often, to vote on important school related issues. Either before or after the All-School Meetings, the parents break out into classroom meetings with the teachers, as necessary. The last meeting of the year is our Annual Meeting, at which we vote on a proposed slate of officers for the following school year. Your school calendar has the dates of these very important meetings so you can plan well in advance to attend. Families are expected to attend all five All-School Meetings; however, you are allowed one excused absence during the school year. If you cannot attend a meeting, you must notify your Class Rep or a Co-President. As written in the “Parent Awareness Checklist” if you miss a second meeting, you will be assessed a fine of $50 or 1 hour of co-op work in the school. Missing more than two meetings will result in a fine of $100 or 2 hours of co-op work in the school. Three of more missed meetings will result in a board discussion regarding the family continuance in the co-op.
School Surveys
Twice a year, we send a survey electronically for each family to complete. The Fall survey is a short check-in on the year to date. The Spring survey is a much more comprehensive survey including questions regarding our program, procedures, physical environment, administration, parent involvement, etc. This information is critical to our school improvement plan and completing each survey and providing feedback is considered one of your responsibilities as an active member of our parent cooperative. We expect 100% participation from families! The results are shared at All-School Meetings and information is given to the staff and respective committees/people to improve their work at school.
Bulletin Board
We maintain a bulletin board directly inside the main school entrance for general news of interest, community activities, and reminders of upcoming events and meetings. Parents are welcome to use the bulletin board to post events, meetings, or notes of interest to the school.
Advertising, Promotions and Information Sharing
To inform the co-op of upcoming events you’re involved with, seek support for races/walks/swims to benefit other non-profits, or to promote your own business/service, you may:
Post a flier, business card, or other material on the bulletin board in the school entrance.
Leave printed information in cubbies (please double check with educators, they may choose to include the information in their communications with families).
Email the entire co-op. If the email is related to co-events or activities, the co-presidents can send it out. If it is from you personally, you may send it to all or portions of the co-op.
Child’s Play Alumni and Friends: You may post non-Child’s Play information on the bulletin board in the school entrance.
Non Child’s Play activities: (ie. individuals, businesses or organizations that contact Child’s Play directly and do not have a Child’s Play connection) will not have access to classroom cubbies or the school directory, as it is confidential information. However, they may post information on the bulletin board at the school entrance.
Parents as Public Relations
You are the best ambassadors for our school. We hope you enjoy Child's Play so much that you want to tell your friends and family about our wonderful, nurturing philosophy and atmosphere. If you would like to introduce someone to Child's Play and are unsure of how to proceed, please contact the Co-Presidents, VP of Admissions or our Tour Director.
Visitors
Although our door is locked for security reasons, parents are welcome to visit their child's classroom anytime throughout the school day. We are happy to invite visitors into the program, however, any unfamiliar individual requesting entry into the program must provide photo identification prior to admittance. Once admitted, they are required to sign in and out on our visitor log.
Health & Illness Policy
If a child becomes ill at school, parents/guardians will be notified immediately. If the illness warrants exclusion from school, policy dictates that pick-up be within one hour of notification. In the event we cannot reach a parent, we will reach out to other emergency contacts provided by the family.
Parents are expected to have plans in place should early pick-up become necessary. Conditions that require exclusion from school include, but are not exclusively limited to:
Temperature of 100.4 or above
Diarrhea- two or more loose bowel movements
Vomiting
Purulent conjunctivitis- pink or red eye with white or yellow eye drainage
Cough- frequent and/or productive (unless previously diagnosed with doctor’s note)
Rash- when accompanied by fever or behavior change; until a physician determines that the symptoms do not indicate a communicable disease
Communicable illness
Sore throat- when accompanied by fever or complaints of pain
Child is lethargic, is not acting themselves and does not seem well
If an incident arises that requires first aid or emergency care, parents will be notified through Brightwheel or by phone call and followed up with an incident report.
Requirements for attending or returning to school:
At any time, Child’s Play may request COVID-19 testing and/or a doctor’s note for return to school.
Fever, diarrhea, and vomiting require children to be symptom-free for at least 24 hours (without the use of medication to reduce symptoms) before returning to school. Factors which affect the ability to return to school include type and severity of illness/symptoms and may require a COVID-19 test and/or doctor’s note. Please contact the Education Coordinator for specific information. Administrators will consult with our medical consultant, as needed.
Hand Washing Policy
All staff and children are taught proper hand-washing procedures. Staff assists children with hand washing as needed to successfully complete the task. Signs are posted at each sink showing the proper hand-washing procedure.
Children and adults wash their hands: when they arrive at school, when coming in from the playground, after using the toilet, after handling body fluids (blowing/wiping nose, coughing/sneezing on hands, etc.), before meals and snacks, before preparing/serving food, after handling pets or other animals or any other activity where hands may get dirty/germs (sensory tables etc).
Additionally, adults also wash their hands after diapering or helping a child with toileting, before and after administering medications, after handling garbage or cleaning, etc.
Child Care Medical Consultant
Our program has a medical consultant who is a licensed physician, physician’s assistant, nurse practitioner, or other approved health consultant who is a licensed health professional with education and experience in child and community health who is readily available to us to provide consultation services while children are in care. This consultant is typically a parent in the co-op who agrees to provide services, when needed.
Children’s Health Records
Each child is required to have an annual physical exam and health record on file, to include up-to-date immunizations signed by a child’s primary care provider. This includes information regarding any condition or limitation that may affect the child’s general health or participation in the program.
Children cannot enter Child's Play without an immunization record that shows the child has been age appropriately immunized in accordance with the current Recommended Childhood Immunization Schedule approved by the Advisory Committee on Immunization Practices (ACIP)/American Academy of Pediatrics (AAP)/American Academy of Family Physicians and consistency with the Rhode Island Department of Health’s Immunization and Communicable Disease in Preschool, Schools, Colleges or Universities.
The immunization form is distributed to all families during the registration/enrollment period prior to the start of the school year. These forms must be completed and returned to Child's Play before the start of the school year and updated throughout the year to reflect the most up to date information.
Requirements for students entering licensed DHS center-based and in-home childcare facilities:
4 doses of DTap vaccine 1 dose of MMR 1 dose of yearly Flu
4 doses of Pneumococcal Conjugate vaccine
2 doses of Hepatitis A vaccine 3 doses of Hepatitis B vaccine
3 doses of Hib 3 doses of Polio vaccine
2 doses of Rotavirus vaccine 1 dose of Varicella
Exemptions, Exclusions and Waiting Periods
Students can be exempted from required immunizations for either religious or medical reasons. A copy of both forms can be obtained from Child's Play.
A physician, a physician assistant, a certified registered nurse practitioner, or other licensed practitioner must complete a Rhode Island Department of Health's "Medical Immunization Exemption Certificate" (provided by Child's Play) attesting that the student is exempt from a specific vaccine for medical reasons, OR;
A parent or guardian completes and signs the Rhode Island Department of Health's "Religious Immunization Exemption Certificate" (provided by Child's Play) attesting that the immunization conflicts with their religious beliefs.
The Education Coordinator will maintain a list of all children who have not completed the minimum vaccinations.
If an outbreak of vaccine-preventable disease should occur, the exempt student will be excluded from school for a period of time as determined by the Medical Advisor, to assure that the exempt child is not at risk. If your child cannot attend school due to an outbreak of the illness you are still financially responsible for tuition.
No child who arrives noticeably ill, with a rash or fever over 100 shall be admitted for that day. Should a child become ill during the day, they will be kept separate from the other children until a parent or authorized person arrives to take the child home.
In the event a child contracts a communicable disease and exposes the other children, notice of such exposure will be posted and parents will be notified when they pick up their children. The sick child will not be allowed to return to school until the contagious period has passed or with a doctor's note.
Administration of Medication
We ask, when possible, that medication be administered before or after school. In the event that medication needs to be administered during school hours we require that:
The first dose of medication must be administered by the parent/guardian.
Any non-prescription medication will not be administered by a staff member (ibuprofen, acetaminophen etc.).
Any prescription medication to be administered by a staff member must be labeled, in its original container. The label is to contain the child's name, physician's name, pharmacist, medication, dosage, frequency, starting date and expiration date, if applicable. This information is checked when receiving the medication from the parent. An Individual Child's Record of Medication Given is signed by the parent/guardian authorizing its administration.
A schedule of medications is posted on the teacher's closet door. A staff member shall triple check the label before administering the medication - once before opening, once after opening and once after closing the container.
After the medication has been completed, the Individual Child's Record of Medication Given shall be filed with the child's health record.
Children with known serious allergies that require the use of an Epi-pen or other health risks/chronic conditions that need special care (asthma, diabetes, etc.) must have written documentation from a licensed health provider and written guidelines as to how to care for that child. This documentation must be completed before the child can attend the program.
Cleaning / Maintenance of Building
Child's Play maintains a clean, hazard-free environment. The facility will be maintained and cleaned according to DHS licensing and NAEYC guidelines. Daily maintenance will be done by staff and parents. Bathrooms are cleaned and sanitized daily and floors are vacuumed/swept as part of duty day requirements. Tables are cleaned & disinfected with a bleach solution before serving food and as needed throughout the day. Toys and materials are kept clean as required by DHS licensing and NAEYC standards. Toys that have been placed in the mouth or otherwise contaminated by bodily fluids are washed/disinfected before use by other children. All cleaning materials are used with caution around children and kept out of the reach of children. A cleaning service does the overall, heavy duty cleaning weekly.
Use of hazardous products, including pesticides, is not allowed when children are present and all precautions are taken to protect children from environmental hazards. When renovations are done to the building, the rooms will be adequately ventilated before use by children. Child's Play complies with all regulations and inspections regarding lead, radon, fire code, etc.
Incidents & Accidents
If your child is involved in an incident (behavioral, conflicts etc.) or accident (resulting in the administering of first aid attention) this will be communicated by phone, at pick-up or through Brightwheel. Parents/guardians will be asked to sign an incident form at pick-up.
Emergencies
Fire and Other Building Emergencies
Child's Play conforms to all fire regulations as designated by the State Fire Marshal. A fire evacuation plan is drawn and posted in each classroom. The 911 emergency number and exact address of the building are posted by the telephone.
In the event of fire or other building emergency, the building shall be immediately evacuated. The Education Coordinator or staff member in charge shall phone the fire department or other appropriate authorities from within the building if it is safe or from another phone. In the event of fire, a designated staff member may attempt to extinguish the fire while the building is being evacuated. All other staff members are to remain with the children and see them safely to the designated emergency area.
A staff member or duty parent will notify parents as soon as possible.
Our off-site evacuation area is the Wheeler School gym, at the corner of Angell and Brook Streets. Staff and students would gain access to the gym through Wheeler's main entrance at 216 Hope Street. If possible, a staff member should contact Gary Esposito at the school before coming over at 421-8100 or check in at the main desk (usually staffed by JoAnn Donahue) and ask for him.
There is an exit from the gym onto Brook Street (about 100 feet from the intersection at Angell Street) where the children can be picked up. The process would work in the same manner as pick-up at Child's Play.
Fire Drills
Fire drills are regularly held to familiarize the children with the evacuation procedures as required by our licensing agencies. Each classroom has two evacuation routes (primary and alternate) and a designated spot outside the building to gather and await permission to return to the classroom.
The fire alarm system, emergency power pack lights and fire extinguishers are checked yearly for proper function. All staff members know how to use the fire extinguishers.
National Emergencies (such as terrorist incident)
The Co-president(s) will notify the Education Coordinator of the emergency. The group will decide whether to dismiss school or maintain a regular dismissal time.
Parents should call school if they can't pick-up their child and need to give pick-up instructions. Otherwise, parents are asked to wait for telephone, text, Facebook or email updates. Of course, they can pick-up their child at any time.
Sheltering In
Child's Play maintains emergency supplies in case students and staff are detained at school by a snowstorm, bio-terrorism, or other event.
Supplies include water, food, paper goods, hygiene supplies, first aid supplies, blankets, pillows, flashlights, lanterns, radio, extra batteries and toys.
In the unlikely event of bio-terrorism, Child's Play will follow all government instructions including a complete building lock down. To protect children, staff and parents from hazardous exposure, parents should not come to school for their children until the government declares an all-clear.
Power Failure
Two flashlights in working order are kept in an accessible place. Power pack emergency lights are installed to light each exit.
Missing Person
Should a child go missing, staff shall search the immediate Child's Play area and grounds completely. If the child is still not found, the police and parent/guardian shall be notified while staff begins searching the immediate surrounding area.
Transportation
While transporting children on a field trip, each child is securely buckled into a child safety device appropriate to his/her age and weight.
If there is more than one vehicle, the drivers should watch out for each other as much as possible. Drivers will have appropriate directions to the destination and a phone number to call if there's a problem.
Safety, Security & Supervision
The staff is informed of safety rules, special hazards and commonly occurring accidents. They receive instruction on evacuation procedures, use of fire extinguishers and how to report an accident/incident.
Supervision Policy
The children are under direct adult supervision at all times. The teaching staff supervise toddler/twos by sight and sound at all times; teaching staff supervise preschoolers primarily by sight and sound.
Supervision for short intervals by sound is permissible for preschool-aged children, as long as teachers frequently check on children who are out of sight.
Child-staff ratios are always in compliance with licensing regulations and NAEYC and Brightstars standards. These standards are:
The play yard is fenced, and no child is allowed outside to play unless there is a staff member or other adult present.
Any time the children leave the building as a group, they are required to walk in an orderly fashion and are accompanied by the staff (and other adults if deemed necessary). Parents are required to bring their children into the building if not using our drop-off system with the teacher assistants escorting children into school. No child is allowed to go out to a car alone.
Playground Rules and Supervision
Playground Policies
No child is allowed outside or in the playground without an adult.
An adult must accompany children when going to the bathroom or into the building for any reason.
Parent/person who is taking the child home must tell the teacher or assistant teacher when a child is leaving.
Gates must be closed at all times.
PLEASE KEEP THE PATHWAY CLEAR AT ALL TIMES - No one is allowed to congregate on the pathway from the playground fence to the building door. If parents/guardians must wait for children, they must do so along the fence parallel to the street or wait in their cars.
Children in the playground are the responsibility of the staff until formal dismissal time (12:00/1:45). If you'd like to stay longer with your child you must come into the playground with your child. He/she is now your responsibility.
When parents pick up their children and leave the playground, they must keep safety in mind. Children shall not be allowed to run or play on the sidewalk, in nearby driveways, on neighbors' lawns, etc. This creates a very dangerous situation and it is disrespectful to our neighbors.
Safe Playground Habits
General
We play and run in a safe manner, always being considerate of others.
No climbing on/over fences, trash bins, windowsills, fire stairs, etc.
All adults on the playground (staff and duty parents) are there to supervise all areas of the playground and assist as needed - especially the monkey bars, slides, and climbing ladder. We asked that adults be zoned appropriately around the playground for safety.
Slides
Wait your turn and give the person ahead lots of room.
Children are able to slide down feet first or headfirst as long as they put their hands out.
Slides may be used for climbing up or sliding down.
Climbing Apparatus - Climbing Ladder
Only one person at a time.
Use both hands
Monkey Bars / Overhead Bars
This must be done with adult supervision
Only one person at a time.
Everybody starts at the same end and goes in the same direction.
Keep a big space between you and the person in front of you.
Drop down with knees bent. Try to land on both feet.
Child Protection Mandate
Allegations of abuse and/or neglect are urgent, serious matters. Every instance of reported abuse or neglect requires the Center to follow state laws. Therefore, if you see any indication of potential abuse or neglect, or if a child says anything to you, you must report immediately to the Education Coordinator, Co-Presidents and/or Coop Ed Specialist. In most situations, you will be asked to write, sign and date a description of the situation in which the alleged abuse or neglect was suspected.
Observations and dates must be documented and reported to the Department of Children, Youth and Families within 24 hours (1-800-RICHILD) in accordance with state law, including any death or serious injury while in the care of the center. The center shall also report to the Child care licensing Office immediately after reporting to CPS (1-800-RICHILD).
A staff member should follow these regulations if abuse/neglect is suspected:
Definitions
Child Abuse is the non-accidental commission of any act by a caretaker that causes or creates a substantial risk of harm to a child’s physical and emotional well-being, including sexual abuse.
Child Neglect is the failure by a caretaker, either deliberately or through negligence, to take those actions necessary to provide a child with minimally adequate food, safety, clothing, shelter, medical care, supervision, or other essential care.
Reasonable Cause means that after examining all the facts in a particular situation, most people with similar training and experience would also suspect abuse and/or neglect.
Staff who report suspicions of child abuse/neglect are immune from discharge, retaliation, or other disciplinary action for that reason alone, unless it is proven that the report was intended to do harm.
Procedures outlined by DCYF/State law must be followed. If the allegation pertains to a staff member he/she will have the opportunity for defense before the Board of Directors. During the ensuing investigation, the staff member may not have supervised contact with children, and may be placed on unpaid administrative leave until the investigations (both internal and state) are complete.
Safe Release of Children
Child’s Play requires parents to list all adults authorized to pick up their child from the facility. No child will be released to anyone except parents, or an alternate person authorized by the child’s guardians.
Picture identification will be checked for anyone unfamiliar. If prior arrangements are not made, staff is required to contact parents or emergency contacts for approval or confirmation of identification in order for the child's safe release. If approval or confirmation of identification is not made staff will be unable to release the child.
Court and Restraining Orders
If a custody agreement involving a child attending Child’s Play exists, parents/guardians are required to provide a copy of the files to be kept at the center.
If the family designates a person or persons that the child(ren) are not allowed to be released to, they must let the Education Coordinator, in writing, prior to the start of the school.
Confidentiality for Children and Families
Child’s Play treats information about your family and child with the strictest confidentiality. We follow all state licensing and national requirements. We keep two kinds of records on the children – assessment records (observations, samples of work, checklists) and personal records (registration forms, medical, other personal information). The information in these files is used only for the purpose of communicating more effectively with you and designing the best possible environment, experience, and curriculum possible for your child and in consultation with you.
These records are open only to the particular student's teacher and/or assistant teacher, the Education Coordinator and/or Co-op Education Specialist, the Co-Presidents, an authorized employee of the licensing agency, and other authorities (Health Department, NAEYC assessors, etc.) or as deemed necessary by the Education Coordinator and/or the child’s teacher; and to the child's parent or legal guardian. Staff will not discuss personal information given by parents/caregivers with others except when it is necessary to do so to best support the child’s needs.
Staff personnel records are open only to that staff member, the Education Coordinator, the Co-op Education Specialist, the Co-Presidents, an authorized employee of the licensing agency or other authorities (Health Department, NAEYC assessors, etc.)
All personal student and staff records are kept in a locked file cabinet at school. Assessment records are kept in the classroom files. No information will be given to outside resources, programs, etc., without the written consent from a parent.
As a duty parent in the co-op, parents may have access to or overhear confidential information about our students. All adults in the co-op must keep all information about our students and their families confidential. It is especially important not to discuss children or their behavior in front of children, or with any other adults. If you have a concern, please speak to the teacher privately.
No Firearms/Weapons Policy
No firearms/weapons are allowed on the school premises; this does not pertain to police officers, etc.
No Smoking Policy
Child's Play is a smoke-free facility. Smoking is not permitted indoors or on the playground.
Nutrition Policy
Food Preparation, Serving and Storage
Snack is provided daily by duty or snack parents in keeping with our nutrition policy and allergy guidelines are followed when necessary. We also keep a reserve of crackers, raisins, etc. to supplement, as needed. We provide bottled water as the beverage and as needed throughout the day. Children staying for lunch bring their own lunch from home. We do not prepare meals or serve hot lunches. We do make recommendations to parents as to healthy lunch suggestions and ways to package it using thermos, ice packs, etc. to keep it hot/cold.
Snacks are an important part of our children's diets and daily experience at school. We always try to provide healthful snacks which promote good eating habits. The following guidelines should be used when bringing in snacks from home, on special occasions or duty days.
Snacks Should:
Represent a range of food groups and have some variety (i.e. not graham crackers every day).
Be quick and easy to prepare for duty parents and teacher (unless preparation of the snack is a special activity).
Contain 100% fruit juice.
Be available for children with specific allergies such as milk, eggs, peanuts, etc. In these cases, parents will suggest snacks for their children so they feel included in the group.
Contain whole grain products whenever possible (i.e. whole wheat, oats, etc.).
Snack Should Not:
Contain synthetic sweeteners (aspartame, saccharin or sorbitol).
Contain additives, preservatives or artificial colors.
Please Keep to a Minimum:
Excessive amounts of sugar (special occasions are an exception).
Cottonseed or tropical oils.
Chocolate.
Foods Not Allowed For Children Under 4 Years Old:
Hot dogs, whole or sliced into rounds
Whole grapes
Nuts
Popcorn
Hard pretzels
Chunks of raw carrots or meat larger than can be swallowed whole
Snack Ideas:
For Duty Parents: fresh fruits, vegetables, cheese, yogurt, perishables which can't be served as everyday snacks due to spoilage.
Food Allergies and/or Other Dietary Requests:
If your child has a known food allergy, please alert your child's teacher and the Co-Presidents prior to the start of the school year. Severe allergies may require the initiation of a restricted snack list for a particular class, classroom or for the entire school. The health and safety of all children is our first priority.
Please discuss any other special dietary requests (vegetarian, religious, etc.) with your teacher prior to the start of the school year. You and your teacher will create a plan that enables your child to follow his/her special diet while at school. This might include reasonable accommodations to the snack routine, educating families about your child's diet so they may provide appropriate snacks when practicable, and/or providing your child's own snacks from home.
Procedures for Implementing Any Dietary Changes
A more detailed request for information on any dietary restrictions will be placed in the Teacher Information Package sent with registration materials. When a parent informs the school of a request for dietary modification on the Teacher Info Form:
The teacher and parent will discuss the implications for accommodations of the restriction in practice (i.e. how it will affect the class) prior to the start of school and create a proposed plan.
The teacher will take the plan to the Head Teacher, Co-Pres., Class Rep, Co-op Education Advisor and discuss and approve. If there are changes, these will be discussed and agreed upon with the parent.
If necessary, the teacher will send information home to the class prior to the beginning of school about how snack will be handled in the class (i.e. if school will purchase the snack, list of appropriate snacks, etc.)
The accommodation plan is presented and discussed with the class at the Orientation Meeting and Open House.
Admissions
There are a maximum of 10 children in the Toddler class, 15 in the Nursery class, and 20 in the Preschool class.
For the Toddler class, children must be 2 years old on or by September 1st of the year in which they are enrolled. For the Nursery class, children must be 3 years old on or by September 1st of the year in which they are enrolled. For the Preschool class, children must be 4 years old on or by September 1st of the year in which they are enrolled.
Exceptions to Age Requirements
The Education Team may determine if a child currently enrolled in Child's Play should be placed in a class not appropriate for their age for educational reasons and/or otherwise determined by an Individual Education Plan (IEP) or Individualized Family Service Plan (IFSP).
Enrollment Process
Priority is given, first to children currently enrolled in Child's Play, second to their siblings, and next to alumni families (alumni families include parents that previously attended Child’s Play as a child themselves). After these slots are filled, there are typically several openings remaining in each class that are filled with new families. When there are more new applicants than available slots, Child's Play conducts a lottery. Once new families have submitted application materials and have toured the school, their names will be put in the lottery. The lottery is used to determine the order in which offers for admissions will be made. The lottery will take place on or about March 1st. At that time, families will begin to be notified in the order determined by the lottery until all available slots are filled.
Accepted Families will be allowed a maximum of three days to accept an admission offer and one week to submit all registration papers and deposit. If they have not done so at that time, the next family will be contacted and the previous offer will be withdrawn. Families who wish to withdraw their application are encouraged to contact the VP of Admissions to be removed from consideration. Families who wish to know where they have fallen in the admission order are also encouraged to contact the VP of Admissions.
For families new to Child’s Play with siblings applying at the same time, admission of one sibling does not guarantee admission of the other. Should one child be admitted through the lottery and his/her sibling not be admitted, the sibling would be placed first on the waiting list. If there is more than one sibling to be placed on the waiting list for a particular class, a sibling lottery will be done in order to assign them a position on this waiting list.
Please note that class sizes may be enlarged or reduced at any time at the discretion of the Education Team and/or the Board of Directors of the school.
In addition to the Preschool & Nursery Core programs (M-W-F 9:00am-12:00pm), these students have two additional add-on options known as extracurriculars:
Lunch Bunch: Add a Monday, Wednesday, and/or Friday extension to your child's day! The program extends your child's day to 1:45pm. You may sign your child up for 1, 2, or all 3 days. The Preschool and Nursery teachers staff this program, along with one assistant teacher, and students bring their own lunch. As space permits, we offer a Lunch Bunch drop-in option for a daily rate. Lunch Bunch is limited to (15) Preschool students and (9) Nursery students.
Small Group Days: Add a small group day(s) Tuesday and/or Thursday to the Preschool core program. Small group days run from 9:00am-12pm. We admit up to 10 children per day. The Preschool and assistant teachers staff this program. There are no duty parents on these days; however, there is a rotating snack schedule. (*As of January 1st, if there are openings in the Preschool small group days, Nursery class will be offered the remaining spots. If we receive more Nursery requests than we have spots available on any particular day, we will conduct a non-biased selection process to preserve fairness).
As part of the admissions process, all new and alumni family members who plan to perform duty days must complete a complete background check, fingerprinting, and provide documented proof of 2 doses of MMR, 2 doses of Varicella, 1 dose of Tdap, a yearly flu vaccine. Alumni families are those that have been away from Child's Play for at least one year.
Applications
Applications are available online, and must be submitted with a non-refundable application fee. Families must then attend a formal tour with the Tour Coordinator. Families who submit their applications by February 1st will be eligible for our random lottery drawing. All new and alumni applicants who do not submit their application by February 1st will be added to the waitlist in the order that they were received.
The application fee will be waived for families opting to reapply their child for the school year immediately following a year in which they had been placed on a waiting list.
Upon notification of your child's acceptance to Child's Play, a deposit is required to reserve your child's place. This deposit is non-refundable, but is otherwise applied towards tuition.
Policy for Admissions After the School Year Begins
The Admission procedure for a child entering Child's Play after the school year is as follows:
Admissions will notify the family on the waiting list of an opening.
Family will fill out appropriate paperwork and payments.
A transition plan will be made between the family and teachers to best serve the child and family as they transition into the classroom and school community.
Policy for Admissions in Filling a Vacancy after the Start of the School Year
If there is a vacancy after the start of the school year, the following Admissions procedure will be followed:
The family withdrawing will notify VP of Admissions of the withdrawal date immediately.
VP of Admissions and the Tuition Collector will determine whether the family is entitled to any tuition refund in accordance with the Withdrawal Policy. The Co-Presidents will confirm the refund amount and a check will be issued at a time determined in our tuition policy.
Vacancies that occur after March 1st will not be filled. Any exceptions will go to the Board.
VP of Admissions will exhaust the waiting list, starting with any current family siblings, then alumni, then new students by date of application.
Tuition
Tuition is determined annually. First, The Executive Board makes a recommendation by a vote on a proposal for the All School community. Second, the All School Community votes which ultimately determines the tuition for the following school year.
Tuition is paid monthly starting with a deposit in March and consecutive payments through December of the attended school year. Families who are chronically late with tuition will jeopardize their child's position in the school.
Payments
Payments are made to the Tuition Collector through our Brightwheel system on the first of every month in the billing plan. Families have the option to automate their billing or pay manually. A grace period of 10 days is granted. However, if your payment is not received by the tenth of the month, you will be assessed a $15.00 late fee, which should be included with that month's payment. NO EXCEPTIONS WILL BE MADE TO THIS POLICY. If payment is not received by the due date or grace period date, the Tuition Collector will contact you regarding collection and a late fee is automatically invoiced. If a tuition payment is returned to Child's Play due to insufficient funds, you will be responsible for all assessed bank fees. If it is necessary to place any overdue balance on an account for collection, parents agree to pay the cost of collection and/or attorney's fees. NO EXCEPTIONS WILL BE MADE TO THIS POLICY.
Tuition Payment Schedule
A non-refundable registration deposit of 10% (one month's tuition) is due (upon acceptance to the school) to hold your child's place. This deposit is used towards your 10 payments, unless you withdraw your child. Our tuition is based upon a ten-month school year. The monthly tuition rate is determined by dividing the total tuition rate for the year by 10 months and rounded to the nearest dollar. All tuition payments are invoiced through Brightwheel.
Tuition Payment Plans for Admittance after Payment Schedule
Tuition plan options may be adjusted for those families that are offered acceptance into Child’s Play any time later than the month of the admissions lottery. All payments must be completed within (10) months or by May 1st, whichever comes first.
All families must pay their deposit of one month’s tuition within (1) week of acceptance to the school. For families that opt to pay tuition in a yearly sum, payment is due within (30) days of acceptance. For families that opt to pay semi-annually, the initial payment installment is due within 30 days of acceptance and the remaining balance by March 1st of the school year. For families that opt to pay monthly, the initial payment is due on the first day of the month after acceptance. Final payment is due in 9 months or May 1st of the school year, whichever comes first.
Example A: A family joins in May and wants monthly payments. One month’s deposit is paid in May within one week of acceptance. They then pay 9 more monthly payments, and finish paying by February 1st of the school year.
Example B: Another family joins in September and wants monthly payments. One month’s deposit is paid in September within one week of acceptance. If this family paid 9 more monthly installments of tuition, they would finish paying in June. Since this is after the deadline of finishing all payments by May 1st, they will need to pay on an accelerated schedule (8 months instead of 9) in order to complete their payments by May 1st. Monthly tuition amounts would be adjusted accordingly.
Extra Curricular Enrollment and Billing:
Secure Your Spot Plan: Families can ‘secure a spot’ in March for extracurriculars for their desired days for the school year. This will require a one-month non-refundable payment (equal to one month of family-selected extra days/lunch bunches). Billing will commence at the beginning of the school year and be due at the beginning of each month. Any changes between March and December will incur a $45 fee. You will have the opportunity to make changes in December for the Spring Semester, if needed. This is the best option for those who know they want to have care on certain days/times and are willing to commit far ahead of time.
By Semester Plan: (Fall = September through December, total 4 months. Spring = January through May, total 5 months). We will have two open enrollment periods (August 1-15 and December 1-15) when families can sign up for extra days/lunch bunch. Families will then be ‘locked in’ to those days through the semester. Any changes to the schedule made outside of the enrollment periods will incur a $45 fee. Billing will commence at the beginning of the school year and be due at the beginning of each month. This is a good option for those not ready to commit in March, but who desire the stability of a permanent spot once the school year begins.
Drop-in Plan: If a family does not wish to commit to the ‘secure your spot’ plan or the ‘by semester’ plan, and as long as there are available spots, they can sign up as needed through the drop-in form provided by admissions. These will be billed monthly in the month following the services received. This is a good option for those who would like occasional extracurriculars.
Other important points to note:
Both the ‘Secure Your Spot’ plan and ‘By Semester’ plan will be billed at the monthly rate, which is a slight discount from just dropping in. These payments will occur throughout the school year, with the last payment occurring in May.
In December, changes will be allowed for all families. Those who have been enrolled permanently during the Fall semester will remain in their extracurricular schedule in the Spring or may make changes as spots allow.
Holidays, School Cancellation,Weather & Related Closings
Child's Play may be closed for emergency conditions (weather related, unexpected facility emergencies, or DOH/DHS mandated closures due to COVID-19 or other health risks) however, full tuition will be collected unless closure exceeds a month, at which time the Executive Board will determine if refunds will be issued. Families will be notified via Brightwheel, phone or email for all emergency closings.
Absence Due to Illness
Tuition will not be reimbursed due to illness or absence unless otherwise determined by the Executive Board. If you have signed up for extracurriculars (lunch bunch, extra days) and space has been determined, you may make up a missed day. This must be approved by the classroom teacher and Education Coordinator.
Withdrawal Policy
If your child is withdrawn from Child’s Play after you have started tuition payments, you are entitled to a partial tuition reimbursement only if Child’s Play is able to fill the vacancy that your family left. In this case, your family will be refunded tuition paid minus two month’s tuition (which includes the non-refundable registration deposit of one month’s tuition and an additional administrative fee of one month’s tuition). Tuition reimbursements involving families under these circumstances will be made on December 1st.
For example: If you notify the school on July 10th that your child will not be attending, you would have been responsible for five months of tuition payments (this includes the registration deposit plus four months of tuition from April to July). If Child’s Play is able to fill the vacancy that your family left, you will be entitled to a refund of three months tuition payments (the five months paid minus one month’s registration deposit and one month’s administrative fee).
Please note: This policy applies to all members of the Child’s Play cooperative regardless of when you notify the school of withdrawal, or the reasons for withdrawing. Unfortunately, we cannot grant exceptions for situations such as when a family is transferred out-of-state, or chooses to apply or transfer to another school. Exceptions will be granted on a case-by-case basis however, for reasons such as severe illness, resulting in withdrawal. If you are faced with such a situation, please contact the Co-Presidents as soon as possible.
Cooperative Community
Overview
Our cooperative is an organization that thrives through the collective efforts of families, staff, and the community. Our long term goal is to work together toward our vision while implementing our mission. In doing this, our values guide the work that we do.
Together, we have the intention to have everything run smoothly, from day-to-day operation, to long range planning, to facilities upkeep and financial stability. Families enroll their children because they want to be a part of their child’s first school experience. They also want to be a part of an inclusive, respectful community. Child’s Play is a place where families and staff build close supportive relationships that can last for years. Relationships develop and grow as family members work in the classrooms, participate in their co-op jobs, and attend special events designed specifically for the Child’s Play community.
Families are able to share information about who they are, what values they hold, and what’s important to them. As they work and play together, everyone becomes more aware of the community’s similarities and differences. It has long been said that work around diversity and equity is a journey. As adults, we are all on various stages of that journey. We bring different perspectives, definitions, and expectations. It is our goal within the community to embrace and respect all. As this happens awareness deepens; The mission of the Diversity/Inclusion Committee is to make our community more inclusive, increase the diversity of our community and serve as a sounding board for staff and the board in relation to diversity, inclusion and equity issues. To this end the committee works on strategies that assist in building respect and understanding of all within the community.
As parents are working closely in their various co-op jobs (board, committees, duty days), from time to time they may be involved in discussions or hear comments that are important to be kept confidential. Sharing confidential information with non-involved members of the co-op or anyone is not respectful of those issues, adults or children being discussed. As respect is a critical part of a supportive community, we ask that you be respectful of this and act accordingly.
Parent Responsibility
As members of the Child’s Play community families have three major responsibilities: attendance at all school meetings, co-op jobs and duty days. These tasks may be completed by one parent or the responsibilities may be divided. Each family decides how these responsibilities will be implemented. Within the co-op, every family is needed to fully participate in the school in order for our children to have the highest quality experience. In order to insure this every family is required to sign the Parent Awareness Checklist as part of the enrollment process.
Co-op Structure
The structure of the co-op has two major components: the educational and the administrative bodies. Components of these are interdependent and instrumental in meeting the organizational mission.
The educational team carries out the work of delivering a high quality early childhood program in the classrooms. This is implemented by professional educators in collaboration with families. Educators (teachers and education coordinator) act as voting members of the co-op board. Additionally, the education coordinator and educational consultant are members of the administrative team.
The administrative bodies within the co-op provide the structure and policies that set the foundation for the educational program. Other members of the administrative bodies are community members who are voted in by the all school community.
Decision Making at Child’s Play
The purpose of this section of the handbook is to describe the various decision making bodies within Child’s Play and to outline a set of guidelines that address their responsibilities and decision making roles. The board is made up of family members who hold various leadership roles within the community as well as educators who are employees of the school. The decision making bodies of the school are as follows: administrative team, committees, board, all school, educational team.
The organizational chart provides an overview of these administrative bodies and their responsibilities.
The administrative team is responsible for the good and efficient management of the school administration. It provides leadership in the administrative aspects of the co-op. Its most important role is to facilitate the administrative work of the co-op and to serve as its official administrative representatives. The team sets the agenda for board meetings and all school meetings. Co-op members can request to have an item placed on either agenda prior to it going out. The administrative team has the authority to decide the most appropriate place to take the agenda item ( administrative team, standing committee, new committee, board or all school). Most policy decisions go to the board for a vote prior to a vote at an all school meeting. The administrative team will use utmost discretion in matters of family/staff confidentiality in deciding the most appropriate way in which to deal with issues. Confidentiality must always be balanced by the possible need for democratically authorized decisions. In the interim between board meetings the administrative team in conjunction with educators and other relevant co-op members is given the authority to make decisions regarding the co-op.
Much of the administrative work of the co-op is completed through the leadership job positions which include the committee chairs. Charters provide job responsibilities. Some of these positions are on the board, some are not. The charters of these job positions and committee chairs are below:
Board:
Non Board:
Tuition Collector- to be added
Technology Coordinator-to be added
Each committee consists of a committee chair and any number of committee members who may be family members or educators. The co-presidents are ex-officio members of all committees. Members of the administrative team who participate on a committee serve as a consultant not a working member. Each committee/job has a mission to accomplish and is responsible for carrying out the duties linked to its mission. Each committee meets, as necessary. In addition to a standing committee, an ad hoc committee may be established to complete the work of the co-op. The administrative team/board designates ad hoc committees. The function and authority of these committees is determined by the board.
The Executive Board is the governing body and delegator of school mission, responsibilities and policies that relate to the administrative duties. The board is composed of various family members who hold designated leadership roles in the co-op as well as educators (education coordinator, teachers and at times an educational consultant). Family members are voted into their positions by the all school community. Each position on the board is a voting member, co-chair positions have one vote. The educational consultant is not a voting member.
Board members may be involved in confidential matters of the school. Discretion around these issues should always be used. The Executive Board meets monthly. The agenda should go out prior to the meeting. Minutes are available upon request to the child’s play community.
Authority for decision making is given to the all school community (1 vote per family) on fundamental matters of the school. Examples of fundamental matters may include:
Decision making structure of the school
Co-op job responsibilities of families
Personnel structure (how many teachers, whether they have assistants, broad tuition policy,
Tuition (raising tuition vs admitting more students, no-refund policy for withdrawing students, etc.)
Salaries
The all school community can turn fundamental matters back to the Executive Board if this is determined at an all school community meeting in which notice for the meeting was given and in which discussion about the matter occurred. It may also be decided to send an issue to a committee (standing or ad hoc) for further study, Members of the co-op are encouraged to fully participate in the development of policy. There should be various ways that members may be involved in this.
*Please see our bylaws which state the organization's requirements around voting:
The Educational Team is composed of the education coordinator, the educators and an educational consultant. They develop and articulate the education component for the co-op. Per Child’s Play policy “The Education Coordinator with input and recommendations from the education consultant and the Executive Board has the ultimate responsibility for the educational program-including curriculum and classroom design.” In doing so, they are responsible to ensure that all professional requirements from the RI Department of Human Services (DHS) Licensing, National Association for the Education of Young Children (NAEYC) accreditation standards and the standards from Rhode Island’s quality rating system, Bright Stars, are met.
Job positions in the co-op often change year to year. When this occurs a transition plan assists the person in a new position to be knowledgeable about their job responsibilities. This happens in a number of ways.
Upon enrollment families are provided with job descriptions and asked to select several choices in which they are interested. When possible, families may be given the jobs requested. At other times jobs may be filled based upon specific job expertise and/or needs of the co-op. Selection of job positions is the responsibility of the administrative team with input from the board and other co-op members.
All families with the exception of general committee members participate in a transition meeting. Using the job/committee charter the current person in the position provides an overview of the job expectations. For continuity purposes a current and future co-president attend. Also, in attendance is either the education coordinator and/or the education specialist.
Some additional meetings may be held over the summer or early fall. Class Representatives always meet during the summer. At the first full committee meeting committee, chairs go over the charter of the committee which includes the committee responsibilities.
Board orientation has two parts. At the end of the school year there is a transition board meeting. This includes members of the current board and members of the board for the upcoming year. A brief overview of the board’s responsibilities is given at this meeting. The new board members also have the opportunity to see how the board operates in action. At the first board meeting of the new school year a comprehensive overview of the board’s responsibilities is given.
Throughout the school year support is provided to those in job positions by members of the Administrative Team. These co-op members serve in a consultative position to a number of committees.
At the end of each school year Charters are reviewed to ensure all information is accurate. Things may be deleted or added as needs have become more refined.
Duty Days
Overview
One of the primary responsibilities for families is in the role of duty parent. Parents contribute in the classroom acting as teacher assistants on a rotating basis. This allows families to see and share as children play, learn and grow from relationships with others. It provides an opportunity for parents to contribute to program content in collaboration with the teacher. It also provides parents the opportunity to grow themselves in their parenting skills as they learn from the educators, the children and one other. Child’s Play families and educators work together to create a positive early educational experience for children.
One parent (at minimum) from each family must be cleared to do the duty/sub days, both parents are eligible to do duty/sub days provided all paperwork and clearances are complete.
State and federal law mandates background checks on all child care employees. Parents are considered substitute teachers (with our licensor, the Department of Human Services) and therefore, must have the appropriate paperwork and background checks in order to be with children in our classrooms. The required information is requested from families in the Spring/Summer prior to the start date in the Fall.
Approximately once a month, one parent is expected to participate in the classroom as the “duty parent.” Classroom Representatives are in charge of scheduling duty days. This is done twice a year with input about availability from families. Due to safety and licensing regulations, siblings are not allowed at school on a parent’s duty day, so other arrangements must be made for them. The children and teachers need the duty parent’s full attention in order for the classroom to run smoothly. If, for any reason a parent cannot do his/her duty day, it is their responsibility to find another parent in the classroom to take the place. Only a Child’s Play parent may take someone’s place. The school should be informed if schedule changes are made.
On a scheduled duty day, the parent is required to bring a fruit or vegetable and/or a healthy carbohydrate. (See nutrition policy). Some children may have allergies and this needs to be considered in bringing the snack. As classroom assistants/substitutes, family members participating, must follow the state's requirements for acting as staff in an early childhood classroom.
A secondary responsibility for families is acting as a substitute teacher. The substitute schedule is prepared by the class representative. The substitute duty parent is needed if one of the educators is unable to attend school due to illness or unscheduled absence. If you are unable to make your substitute day, you are responsible for finding a replacement.
Classroom Responsibilities
Parents arrive early before school begins to help teachers set up the classroom and to get an overview of the day activities. They assist with students arriving and help children with their transition into school. During the morning, parents are asked to help supervise activities, interact with children, help with snack preparations and perform general cleaning, as needed. Parents are encouraged to collaborate with the teacher if they would like to bring an activity into the classroom.
Cell Phone Policy
Out of respect for our program, we ask parents/guardians/staff/volunteers working in our classrooms to refrain from using cell phones, etc. or conducting business during your time in the classroom/school. You are permitted to use your cell phone to take pictures of your child on special occasion days, such as their birthday or during class holiday parties. However, to respect privacy and other families media preferences, we ask that you not get other children’s faces in the photographs. We also ask that you refrain from talking on your cell phone when dropping off/picking your child up. We need to ensure the safety of our children and staff curbside, with everyone's full attention.
Training/Orientation of Duty Parents
Prior to the beginning of school, a required orientation takes place for families. At this orientation, families are provided information to orient them to procedures and daily operations of the school (arrival, drop off, duty parents). Additionally, parents will be informed of DHS policies, expressed in this handbook for reference, in regards, but not limited to safety, child abuse and neglect, food preparation, cleaning, and general care.
At the beginning of the school year each classroom teacher will provide duty parents with a handbook that explains involvement in the classroom in great detail. It is important that this material is read as it provides guidance for work in the classroom. The information philosophy, goals, curriculum, child development, daily schedule, interactions, classroom rules and safety. Specific tasks for the duty parent are provided in detail.
School Finance and Operations
Finances
The financial support of the school comes from tuition, fees and fundraising. Child's Play, Inc. is a non-profit organization and all of its resources go towards school operations.
Budget
The Child’s Play budget is voted upon yearly by the all school community. The budget is for the following school year. The fiscal year for Child’s Play is August 1thru July 31. Voting on the budget is done in two parts at different times. The first part is a vote on tuition and salaries (occurs at the Jan. all school meeting).
Prior to this meeting the board considers several options. They then select which option will be the board’s recommendation to the all school community. This is done by a board vote. Rationale for the board’s choice will be presented at the all school meeting. A second option which will also go to the all school is chosen by theboard. These options are presented to the all school community for a vote.
The full budget is voted upon at a later annual all school meeting (May). The treasurer in conjunction with the administrative team and the board prepares the full budget. The full budget includes all potential income and expenditures for the following year.
Fundraising
Fundraising is an income item in the yearly budget. It is coordinated by the fundraising committee. The committee determines with input from the Child’s Play community on specific activities . Usually, there are smaller events earlier in the school year with a major event in the spring. Historically, this has been an auction. Families are encouraged to support this event by assisting in obtaining auction donations as well, if possible, attending the event. It serves as a major community opportunity for the families in the co-op.
Families are encouraged to financially support those fundraising events to the level which is comfortable for their family. The committee attempts to offer a variety of activities so that families can participate in those activities that seem most appropriate for their family.
Expense Reimbursement Policy
If a parent purchases items for the school the following procedure should be done
to receive reimbursement:
Complete the request for payment form; attach receipts
Form should be given to Education Coordinator
Check will be processed and distributed
All expenses over $100.00 must be approved by the Co-Presidents or Education Coordinator prior to purchase. The sales tax exempt number should be used when purchasing. This can be obtained from the Co-Presidents or Education Coordinator.
Finance Committee
The finance committee is composed of the Co-Presidents and the Education Coordinator and the Treasurer. This committee meets two times a year, at minimum, to prepare budget proposals for board meetings and all school meetings, salary and tuition increases, and/or other financial needs of the organization.
Reserve Policy
The Reserve Policy ensures that there is enough financial funding for the school to meet its obligations in the event that an unanticipated financial situation occurs. Currently, that amount is 125% of the operating budget. This amount of funding would include saving accounts of the school. This should be in liquid cash accounts or investment accounts where liquidation is possible. At the end of the fiscal year (July 31), the treasurer shall calculate the amount of money in its various accounts. Until those amounts add to 125% of the operating budget all monies will be kept in this manner. Any monies over this amount will be considered surplus.
Surplus Policy
The Surplus Policy includes any additional funding available to the co-op once the Reserve has been met. This remaining funding will be allocated in the following manner:
Facilities 30%
Enrichment 10%
Staff (teachers and Ed. Coord.) 50%
Investment 10%
(Percentages voted on in 2019. For definitions of categories and distribution notes see surplus history)
The surplus amount is determined each year by the treasurer at the end of the school’s fiscal year (July 31st).
Reserve/Surplus History
A number of years ago {2003-2004) members of the co-op were concerned that there was an excess of money in the budget that should be utilized for the good of the school. In addition, there was concern that there be a substantial amount of savings in the event that the school suffered some kind of unknown emergency and money was needed (ie. lead abatement, COVID, transition of staff, loss of building). The long range committee of 2003-2004 was charged with formulating a plan for this money. The initial discussion included keeping a certain amount of reserve and then developing a system for spending additional money left in the budget at the end of the fiscal year.
In order to determine how to use this additional surplus to best serve the school the issue was taken to the all school community for discussion. Input from these small group discussions was taken back to the long range committee who developed a proposal which was taken in turn to the board for approval. Ultimately, the policy (at that time called the Surplus Policy) was voted upon by the full school community. In all discussions the overwhelming consensus was “to direct a larger portion of the surplus toward the teachers.”
The policy that was voted upon was as follows:
In a surplus year, after the required 9 months of operating expenses has been segregated, the remaining surplus will be budgeted as follows:
50% for the teachers for a flexible benefit spending account
20% for facility improvements
10 % for enrichment programs
20% for investment in a “moderate risk vehicle” for future years
The surplus amount is determined each year by the treasurer at the end of the school’s fiscal year (July 31st). When the fiscal year ends the treasurer will determine the amount that should go into the budget for reserve. If there is additional money the treasurer will allocate the exact amount to each of the respective funds.
Over time, the exact percentages designated for each account have changed. Implementation of these changes went into effect in 2015 and 2019.
Additionally in 2019, a change was made in terminology around this policy. Prior to the 2019 policy change it was called the surplus policy. This included the reserve amount as well as any remaining amount that would be put into the surplus categories. This was very confusing for families as it seemed there was much more money for surplus than what actually existed. It was voted by the all school community to split the policy of what had originally been the surplus policy into two policies. One would be the Reserve Policy. This would be the amount building toward building the reserve to 125% of the operating expenses. The other would be called the Surplus Policy. This would be the amount remaining after the reserve was fully funded. This money would be split according to policy percentages into the various categories.
Allocations voted on in 2015
Reserve 150%
Facility/classroom improvements 40%
Enrichment programs 10%
Investment 20%
Teachers 30%
Allocations voted on in 2019
Reserve 125%
Facilities 30%
Enrichment 10%
Staff (4 teachers &Ed. Cord.) 50%
Investment 10%
Description of the Various Accounts
Staff Benefit
“The overwhelming consensus from the All School Community is that we as parents want to direct a large portion of the current surplus toward the teachers(2004).”
Because the school can never be sure of the surplus from year to year, the long range committee did not think it made sense to commit to a long-term plan of increased yearly benefits for teachers, since there may be years when the school wouldn’t have the money to pay for them. Therefore, the long range committee recommends having a certain percentage of the surplus monies go to teachers for investment in a flexible spending account (2004).”
For the purpose of policy “Staff” is defined as any classroom teacher, assistant teacher and education coordinator. In order to be eligible each staff (as defined above) must be both currently employed during the disbursement year and have been employed by the school during the fiscal year in which the Surplus was generated (2015).
The staff surplus should be allocated to eligible staff members as follows: Each eligible staff member shall receive a portion of the staff surplus equal to such eligible staff prorated share of the aggregate salary expense for the period fiscal year related to all eligible staff (eg., if an eligible teacher’s salary expense for the prior fiscal year is 25% of the aggregate salary expense of all eligible staff for such fiscal year, such eligible staff member shall receive 25% of the staff surplus)(less applicable withholdings)(2015).
Facility Improvement
Based upon input from staff and/or board. The fund could cover things like extra supplies/materials for the classroom, outside materials or larger items such as classroom equipment, new sink for example. Expenditures for this fund would be approved by the Education Coordinator in consultation with the Cooperative Education Specialist and reported to the board. Any withdrawals for expenditures greater than $500.00 for a single item shall require prior board approval.
Enrichment Programs
The money in this account is for programs to enhance professional development, diversity awareness or special classroom programs and projects. This money is for items not already included in the budget as part of the itemized annual budget designated as professional development or field trips.
Insurance
The school has liability insurance in accordance with state law. However, neither the school nor the Central Congregational Church will be held liable for any injury to a child or an adult above the amount of the liability insurance. Neither the school and/or the Central Congregational Church will be responsible for loss or damage to personal property.
Section 7-6-9 of the RI General Laws is the statute that protects volunteers and Board members of non-profits from liability for conduct in the execution of their duties, except for malicious, willful or wanton misconduct and for claims arising out of operation of a motor vehicle. Additionally, the school has Workers Compensation Insurance to protect the staff and Directors and Officers Insurance to protect our Board members.
