Chapter 8: Staying Connected - Early Childhood Education PDF

8 Chapter STAYING CONNECTED Courtesy of Lynn Wilson “I never see what h...

8 Chapter STAYING CONNECTED Courtesy of Lynn Wilson “I never see what has been done; I only see what remains to be done.” —Buddha LEARNING OUTCOMES After studying this chapter, you will be able to 1. outline the benefits of effective written 5. outline the primary forms of ongoing written ­communication and its role in developing communication, from menus to bulletin boards ­positive relationships with families 6. evaluate the benefits of a family resource area 2. describe the kinds of written communication and describe how it might be organized and the used at the outset of the family–centre/school items it might contain partnership 7. analyze how technology has impacted the field 3. discuss the purpose, design, and thematic of early childhood education and our ability to ­components of the family handbook connect more effectively with families 4. discuss the playroom handbook as an extension of the family handbook 246 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  THE BENEFITS OF WRITTEN Create a folder for each child to store all forms of written communication. This folder might COMMUNICATION be kept in the cubby, or items can be posted on For families who are on tight schedules that don’t a bulletin board, but choose a location where allow for discussion at either end of the day, or for families will always know to check for informa- those who have not as yet built trusting relationships tion related to their child. with educators, written material may be an effective way for the centre to communicate. In some two- When notes are sent home asking for permis- parent families, only one parent is responsible for sion—for example, for a field trip—teachers pick-up and drop-off duties; it is important to send may want to post a checklist of the children’s home information for the rarely seen parent. This names in a visible location attached to a large guideline also applies when two parents have joint file folder to hold the returning notes. As each custody of their child and only one parent visits the family returns their form, the child’s name is centre. In some school-age programs, an older child checked. Teachers can easily track which fami- may pick up a younger sibling so parents may rarely lies need a gentle reminder. visit the centre. When all parties prefer electronic communica- When families first come to the early learning tion, educators can keep organized by creating environment, they learn much about the history, a computer file for each child, which will also organization, and objectives of the program through provide quick reference when needed. written materials such as the family handbook, Be aware when a face-to-face meeting would be a brochure, and newsletters; written material is a more appropriate alternative to a written note also an effective way to continue to keep families or electronic communication. When difficult informed about the centre or school environment, situations must be addressed, it may seem easier upcoming events, and curriculum issues. It is impor- to avoid conflict by sending a note home, but a tant to note that this type of communication is a one- written note does little to resolve the issue and, way vehicle. More effective is a two-way form of in fact, may make things worse. communication that allows families to engage in a written exchange with the educator. This chapter It is important for educators to have some sense outlines various types of communication, along with of how a letter home may be received. For example, strategies for making all forms of communication as a letter inviting families to a special luncheon may effective as possible. Some examples are as follows: lead to many different responses. Some parents may EXHIBIT 8.1 Guidelines for Written Communication Ensure that written communication reflects be appropriate for the intended audience. In the needs and interests of the families. some situations, a bulleted format may be the Any form of written communication should most helpful. be considered an “art form.” Is the commu- In some communiqués, educators may wish nication visually appealing, eye-catching, and to highlight the most important information engaging? When appropriate, support the at the beginning of the letter in a highlighted written material with photographs and draw- box for emphasis. ings by the children. Keep in mind the length of the material. Remember that any written communica- Conciseness is generally preferable. If it takes tion from a centre is a form of publicity. more than five minutes to read, it is too long. As such, it should reflect a high degree of Additional material can be made available to professionalism. families on request. Use official letterhead of the centre only for Make sure communications go home in formal notifications; some families may be plenty of time for parents to respond or to intimidated by a formal letter. make plans to attend a centre or school event. Carefully consider the style of writing to be Consider the tone. Cold, authoritarian, and used; whether informal or formal, it must condescending communications undermine (continued) NEL STAYING CONNECTED 247 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  a sense of partnership; for example, use “the Newsletters are often informative and pro- children are so excited about our upcoming vide real insight into the workings of the Pancake Breakfast, and we are all hoping you centre. Copies should be saved to be given to will be able to attend” rather than “all parents new families during an orientation meeting. are expected to attend the Pancake Breakfast.” Keep one copy of all written communication Stay positive and respectful since your written in a special file in case a similar note needs to communication may have a lasting impact. go home with another group of children. Carefully proofread all written communica- Communications should be directed to all those tion prior to distribution. One spelling or who play a significant role in the child’s life. grammatical error can alter the families’ per- Share appropriate communications with the ception of your work. community, as it is a form of advocacy. When writing about controversial issues, Make every effort to have written com- maintain a positive attitude. munications translated into the home Remember that a handwritten note is a more languages of all families in the centre. personal form of communication and in some Translated materials should be accompa- situations more appropriate than photocopies nied with visuals placed in the text where of the same note or an email message. appropriate. Translation programs such as When photocopying is done, the material Google Translate and iTranslate should be should be legible and correctly collated. used carefully to ensure that the essence of Respect copyright laws. the translated content is captured. Ensure Maintain extra copies of the communiqué in the correctness of the final translated version case a family’s goes missing and make these by having it proofread by a speaker of that copies readily available; for example, keep language—either someone in the centre or in them in a hanging file outside the room. the community. quickly take out their iPhone and record the date placed on a waiting list. The centre should send and time, and put the money requested in an enve- families a letter briefly outlining the waiting-list lope to be returned the next day. In other homes, procedures. where English is not the first language, parents may face difficulty in understanding much more than the request for money, and that request may mean ORIENTATION FORM diverting funds from the week’s food budget. For On their first visit to the early learning environ- another family, an event during the day means that ment, families may be overwhelmed by the amount they would need to take time off work and will not of information they receive. A self-contained ori- be paid, a situation they cannot afford. In another entation package with clear instructions on how home, the timing may mean that they cannot spend to complete the required forms can be of great time feeding and caring for their aging parent assistance. In some centres, supervisors help fami- during the lunch hour. We need to be “inside fami- lies who are not proficient in English complete the lies” to understand how our communications will forms. Depending on the circumstances, a family impact each and every family! member, an interpreter, or another staff member may be called on to assist. A typical orientation package includes the INITIAL WRITTEN following: COMMUNICATION an Intake Form LETTER OF CONFIRMATION an Emergency Contact Form Any centre that has a reputation for delivering a Health and Immunization Form quality care to children will attract the attention of many families in its community. Families who wish an Emergency Treatment Release Form to enrol their child in the centre have their names an Authorization for Pick-up Form 248 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Janeway Child and Family Centre Dear Mr. Potter and Ms. Chu: Thank you for your interest in our centre. You have now been officially placed on our waiting list, and we will con- tact you as soon as a space becomes available. Although spaces are generally allotted on a first-come, first-served basis, priority is given to the siblings of children already enrolled. In addition, since this is a workplace centre, employees working at Janeway Plastics receive priority. The centre’s board of directors has the final approval on admissions. Because we have many families on our waiting list at this time, we advise you to contact other centres while you wait to hear from us again. Please find enclosed a checklist that will assist you in choosing a quality child- care setting for you and your family. Sincerely, Theresa Sanchez Theresa Sanchez Supervisor a Permission-to-Video-and-Photograph Form fall may result in a bruise that the parent may ques- an Excursion Permission Form tion a day later; the injury form provides a record of the incident. The centre may give a copy of the report to parents and keep the original in the child’s INTAKE FORM file. The reports also provide centres with informa- Intake forms, such as the one presented here, record tion regarding common injuries and opportunities background information about the child and the to change practices or the environment. In some family. Centres may wish to design separate intake provinces, serious occurrence forms need to be sub- forms for different age groups or choose questions mitted to a government ministry. from the following form that best suit their needs. Remember that privacy and confidentiality are very important to families, so information gathered THE FAMILY HANDBOOK on these forms should be treated with respect and A well-organized, concise, effectively written, stored securely. attractively designed family handbook helps fami- The completed intake form—plus a family lies decide whether a particular centre meets their visit—provides educators with the tools they need needs. The handbook outlines the obligations and to provide a warm, supportive environment that responsibilities of the families and staff, and pro- enhances the growth of the whole child—physically, vides information on the day-to-day running of the socially, emotionally, cognitively, and creatively. centre. A valuable marketing tool, the handbook can be distributed throughout the community; pos- sible distribution points include doctors’ offices, INCIDENT/INJURY REPORT FORM local hospitals, community information centres, and To keep families informed about any injuries, schools. centres complete and have families sign an injury The diversity and inclusiveness of the centre report. This form provides families with detailed should be documented in design, photos, and con- information about incidents as they occur. A minor tent. To save costs, a smaller brochure outlining the NEL STAYING CONNECTED 249 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Janeway Child and Family Centre INTAKE FORM FOR INFANTS, TODDLERS, AND JUNIOR PRESCHOOLERS A. Personal Information about the Child Date enrolled in centre: Health card number: 1. Child’s name: 2. Child’s age: Birth date: 3. Country of birth: Child’s birth weight: 4. Was he/she full term? Yes No If not, how premature? 5. Were there any complications or unusual circumstances surrounding the pregnancy and/or d ­ elivery? Yes No If yes, please give details: 6. Physician’s name: Address: Phone number: 7. Has your child had a serious illness or hospitalization? Yes No If yes, please give details that may affect our care of your child: 8. Does your child receive medication on a daily basis? Yes No If yes, please give details: 9. Does your child have asthma? Yes No If yes, please describe treatment: 10. Does your child have any other allergies or sensitivities? 11. Does your child wear eyeglasses? Yes ______ No ______ 12. If your child was adopted and you wish to share this information with us, do you have any specific i­ nstructions for the centre? 13. Does your child have any brothers or sisters? Yes No If yes, please complete the following: Name: Age: Sex: Name: Age: Sex: Name: Age: Sex: 14. Do these siblings live with you and your child? Yes No 15. Are there other family members or friends who also live with the child? Yes No If yes, please identify: 16. Are there any significant adults in your child’s life that we should be aware of? 17. What languages are spoken at home? 18. Does your child have any pets? Yes No If yes, what type of pet and what is its name? 250 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  B. Information about Household Members Name: 1. Relationship to the child: 2. Address: 3. Telephone numbers: Residence: Work: 4. Cell phone/email address: 5. Occupation: 6. Place of employment/school: 7. Is your place of employment a possible site for a field trip? Yes No 8. Do you have any special interests or hobbies that you would be willing to share with the children? 9. Visiting rights of parents, if separated or divorced: 10. Is there anyone that needs to receive communications from the centre? Please note: In situations where parents are separated or divorced, the centre does not have the authority to deny a parent access to his or her children without a court order. If a legal agreement is in place, the centre should have a copy on file. C. Toileting 1. Has your child learned to use the toilet? Yes No 2. Does your child require assistance in the bathroom routine? Yes No 3. Does your child signal or use particular words when having a bowel movement or urinating? Yes No Please describe: 4. Does your child have regular bowel movements? Yes No Colour: Consistency: 5. If diapers are in use, what type of diaper do you use at home? Disposable Cloth Combination 6. Do you use plastic pants? Yes No 7. Is your child prone to diaper rash? Yes No If yes, do you use a special ointment? 8. On average, how many times a day would you change your child’s diapers? 9. Is your child generally dry through the night? Yes No 10. Does your child nap with a diaper? Yes No D. Sleeping 1. Does your child experience any sleeping problems? Yes No If yes, please give details: 2. How long does your child typically sleep at night? 3. What are your child’s sleeping patterns for the day? a.m.: p.m.: 4. Does your child have a special bedtime routine? Yes No If yes, please describe: 5. Does your child sleep with a particular item? Yes No If yes, please identify (toy, pacifier, bottle, special blanket, etc.): NEL STAYING CONNECTED 251 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  6. What kinds of signals does your child give when sleepy? 7. How long would your child usually nap during the day? 8. If your child has a preferred sleeping position, please describe: 9. If you have any special way of helping your child get to sleep, please describe: 10. Does your child usually sleep in a room by him/herself? Yes No 11. Is your child bothered by noise when sleeping? Yes No 12. Does your child usually cry when he/she wakes up? Yes No 13. Does your child experience nightmares? Yes No If yes, please give details: 14. Does your child have any fears that we should be aware of? Yes No If yes, please give details: E. Feeding 1. Do you have any concerns about your child’s eating habits? Yes No If yes, please give details: 2. Is your child breastfed? Yes No If yes, is there any way we can support you at the centre so that you can continue to breastfeed? 3. What type of food does your child eat? a. Formula Amount: Frequency: b. Cereal Amount: Frequency: c. Strained foods Amount: Frequency: d. Others: 4. Indicate the response that best reflects your child’s eating habits: Your child needs to be fed Eats slowly Feeds self with assistance Eats quickly Feeds self independently 5. If your child drinks from a bottle, please describe his/her preferred drinking position (e.g. being held, lying down, sitting up, etc.): 6. Check one: Your child drinks from a cup with a lid ____________ without a lid _____________ 7. Are there any food restrictions that we should be aware of? Yes No If yes, please describe: 8. Is your child on a special diet? Yes No If yes, please give details: 9. List your child’s favourite foods: a. c. b. d. 252 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  10. List any foods your child especially dislikes: a. c. b. d. 11. What would you consider a normal portion for your child? 12. Are there family food preferences that you would like us to honour? F. Other Information 1. What is your child’s usual reaction to being bathed or changed by someone other than yourself? 2. We would like to know how your child reacts to different situations and people in order to facilitate his/her comfort level: a. What does he/she do when you leave him/her alone to go to another room? b. What does he/she do when you leave him/her at home: with relatives: with siblings: with a babysitter: 3. Are there other adults who also take care of your child? Yes No 4. Has your child ever been in a group-care setting before? Yes No 5. How does your child generally relate to other children? 6. How does your child react to situations that make him/her angry or frustrated? 7. Describe any strategies for guiding your child’s behaviour that you think would be h ­ elpful for staff to know: 8. What strategies do you use to comfort your child when he/she is distressed? 9. What does your child enjoy doing during the day? What are his/her interests? 10. Please describe your child’s language skills: 11. Please describe any dressing habits that staff should be aware of: 12. Please provide any other information about your child that you think the teachers should be aware of: 13. What celebrations are important to your family? 14. Please describe any traditions, customs, foods, or symbols associated with this celebration that you would like staff to be aware of: 15. Please describe any family values of particular importance to you that you would like the teachers to know about: 16. Do you have access to a computer in your home? 17. If you have email and would like to receive centre information through this medium, please i­ ndicate your email address here: 18. Are you available to receive phone calls or text messages during the day? Yes No NEL STAYING CONNECTED 253 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Janeway Child and Family Centre HEALTH AND IMMUNIZATION FORM Each medical officer of health (MOH) in Canada is responsible for the health of children in centres within his or her geographic area. As a requirement for admission to the centre, families need to complete health and i­ mmunization forms. Janeway Child and Family Centre EMERGENCY CONTACT FORM Please list below the names of people we should contact, in the event of an emergency, if we are unable to reach you. Name: Home Phone: Address: Business phone: Relationship to child: Name: Home phone: Address: Business phone: Relationship to child: Janeway Child and Family Centre EMERGENCY TREATMENT RELEASE FORM I authorize the Janeway Child and Family Centre to act on my behalf to ensure immediate medical treatment should the staff deem it necessary. I give permission for my child, , in the event of an ­emergency, to receive full medical attention deemed necessary by a physician at the hospital. I understand that my child will be accompanied to the hospital by a child-care staff and that every effort will be made to reach me and/or my emergency contact person. I agree to accept any financial responsibility for any emergency medical care necessary. Signature of family member: Date: Witness: 254 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Janeway Child and Family Centre PERMISSION TO VIDEO AND PHOTOGRAPH FORM For educational and/or child-care-related purposes, photographs, videotapes, and/or audio tape ­recordings of the children ­participating in our program may occasionally be taken. I hereby give permission for to be taped, videotaped, and photographed while in attendance at the centre. Signature of family member: Date: Janeway Child and Family Centre EXCURSION PERMISSION FORM I, , give the staff of the Janeway Child and Family Centre permission to i­nclude my child, , in child-care excursions. I understand that I will be ­notified of time, date, destination, and type of transportation prior to the excursion. Signature of family member: Date: strengths of the program can be distributed instead, Once families have been with the centre for some or the handbook can be made available online on time, ask them for feedback on the handbook. Was it the centre’s website. Besides being a useful orien- effective in meeting their needs? When you receive tation tool for families who are new to the centre, positive responses, consider inviting those families the handbook serves as a valuable reference for cur- to write a testimonial for a revised edition of the rently enrolled families. handbook. Also suitable for writing testimonials are Care should be taken not to include more infor- government officials, doctors, educators, and other mation than is necessary. Material must be chosen community members who have been involved with carefully and expressed in a clear and concise fashion. the centre. Their personal recommendations go a Some centres have their handbook translated into long way toward reassuring new families. a variety of languages that reflect the communi- ties they serve. (One urban centre has translated its handbook into 18 languages.) The handbook should DESIGN AND LAYOUT be carefully proofread for grammatical and spelling A handbook’s layout and design are critical to its errors. If possible, consult a professional copy editor effectiveness, and many software programs are avail- and/or proofreader. able to assist in producing a handbook. Photographs NEL STAYING CONNECTED 255 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  centres have travelled. The following excerpt, from the Campus Community Co-Op Day Care Centre in downtown Toronto, reflects the tumultuous his- tory of this particular centre: About 350 supporters of the Campus Community Co-Op Day Care Centre carried out the first occu- pation of Simcoe Hall in University of Toronto Courtesy of Lynn Wilson history today…. Lorenne Smith, assistant philos- ophy professor and a member of the daycare co- operative, [gave] the crowd a [brief] history of the daycare centre’s struggles with the university. “As a woman,” Mrs. Smith said, “I find it insulting. It’s unthinkable that a woman must give up her career or not be able to work when she needs to support Compelling photos will interest the reader. a family because she has children” (The Varsity, 26 March 1970). and drawings by the children add a personal touch When Lorenne Smith spoke to a crowd of par- and will encourage families to read the content. ents and babies at a rally that winter afternoon in A logo for the cover might be designed by staff, 1970, Campus Co-Op had already been in exis- parents, children, or a local artist or designer. Some tence for a year, founded by a core of feminists centres differentiate the sections of their handbooks negotiating with university administration to by having them printed on different coloured support their Sussex Street daycare centre, staffed paper. When choosing coloured paper, check that entirely by parents and volunteers. Frustrated by the text is readable, that the photographs reproduce the lack of administration interest in supporting clearly, and that the colour is not too bold to tire the mothers who worked for the ­u niversity—and, reader. Other handbooks use tabs to separate sec- by inference, women everywhere—the parents tions. Consideration should also be given to factors simply took over the Simcoe Hall and began such as paper quality and binding. Using standard- warming bottles and setting up cots. Today size paper helps to reduce costs. If the handbook is Campus Community Cooperative Day Care to retain its professional appearance, it should be Centre provides care for 50 infants, toddlers, and reprinted on a regular basis as needed, rather than preschoolers. making additions by hand to existing copies. 3. PRACTICAL INFORMATION CONTENTS This section of the handbook includes the centre’s The handbook may be divided into the following name, mailing address, main telephone number, comprehensive subject areas. and information about telephone extensions; an email address or a website address should also be 1. WELCOME TO THE CENTRE noted. Some centres also provide the telephone The introduction to the handbook should welcome numbers of subsidy offices, government ministries interested families and set the tone for the remainder related to child care, support groups, and children’s of the handbook. It should reflect the spirit of the help lines. centre and the critical role that families can play. Transportation information might also be Particularly significant information should be pro- included (e.g., the nearest subway stop or the vided here; for example, in a co-operative child-care number of the connecting bus). If parking is avail- centre families are required to contribute their time. able, it is useful to outline the procedures for drop- off and pick-up. Early learning environments located within a larger complex or a school might 2. HISTORY OF THE CENTRE provide a map. Many centres have interesting beginnings, and Finally, this section should include hours of parents may feel a greater connection to the centre operation, days the centre is closed (e.g., statu- when they understand the often-perilous road that tory holidays), any special days such as religious 256 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  holidays observed by families in the centre, and 5. ADMINISTRATION OF THE CENTRE information about weather-related closings. The centre or school can use a simple chart to illus- School programs should outline their program for trate its organization by age group. A simplified winter, spring, and summer breaks, along with flowchart gives families an overview of the centre’s the centre’s policy on professional development basic organizational structure. The chart should days. include the cook, the caretaker, and other part-time staff who regularly work at the centre. 4. PHILOSOPHY For kindergarten and school-age programs, the This section of the handbook helps families decide administrative connections between the school set- whether the centre will meet the particular needs ting and the child care should be delineated. of their family. While some centres take a holistic approach to the child, others focus on a particular 6. QUALIFICATIONS OF STAFF aspect of child development. Families may, for Families should receive relevant information on example, choose a centre that emphasizes creative staff training, education, and work experience. The development in music and the arts. The philosophy qualifications of all centre personnel, from cook statement should reflect not only the centre’s beliefs to bookkeeper to supervisor, should be included. but also the interests and needs of the parents and This section should also include any specialized children in the centre. Some centres use this section training by staff (e.g., training that supports chil- to articulate their support for cultural diversity and dren with special needs), centre support of staff inclusiveness. through ongoing professional development and Also appropriate in this section is a list of the skills upgrading, and languages spoken by the staff. centre’s goals, which summarize the ways in which If ECE students or high-school students complete the families and teachers work together to provide field placements in the centre, this information is the best possible environment for the children. In also relevant for families. school settings, this section should include the phi- losophy statements and goals of the local board of education. 7. ADMISSION PROCEDURES It is not enough for a centre to make grand state- Besides clearly explaining the admission procedures, ments about its philosophy. Families must be able this section of the handbook provides information to see how this philosophy translates into action; one on the admission of children who have received suggestion is to include a list of the centre’s goals subsidies and children with special needs. Health alongside photos that illustrate activities that work requirements (immunization, doctor’s examination, toward these goals. and so on) are clearly outlined. Families who are on a waiting list will want to know the centre’s criteria for granting spaces. 8. FEE STRUCTURE One of the most important pieces of information for any new family entering a centre is the cost of the service. Some centres require families to sign a statement that outlines the fee schedule and method of payment; this statement becomes the contract Courtesy of Lynn Wilson between the centre and the parent. The fee-structure section should include infor- mation on registration fees and procedures for payment (cheque or credit card, weekly, biweekly, or monthly payments) Our goal is to provide hands-on, play-based procedures in the event that families are late c­ urriculum in the outdoor environment. with their fees or are unable to pay NEL STAYING CONNECTED 257 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  how sick days and holidays are accounted for in so that families clearly understand the centre’s the fee structure approach. Families also need to be aware of the centre’s the administration of income-tax statements policy on child abuse. For example, staff, family extra charges above the normal monthly fee for members, and children will not use the following special trips, supplies, breakfast and lunch pro- actions in the centre: grams, and so forth corporal punishment (hitting, shaking, special arrangements for parents who are spanking, kicking, pushing, shoving, grabbing, divorced or separated (some centres collect squeezing, pinching) fees only from the custodial parent, because he deliberate harsh or degrading treatment or she may be the only parent with whom the that would humiliate or undermine a child’s centre has regular contact) self-respect special funding or enhancement grants made abusive or humiliating language, yelling, and available to the centre from government or screaming business sources Families should be advised that the staff are withdrawing a child from the centre (including required by law to report suspected abuse to local the financial repercussions) authorities. the review of fees and when families might The board of directors may, on rare occasions, expect fee increases request that a child be suspended or withdrawn information regarding the availability of from the centre. It is important for families to under- subsidies stand that while every effort is made to accommo- date all children in the centre, sometimes the safety the contract regarding the centre’s late-fee and needs of the group outweigh the needs of one policy (not all centres with such a policy ask child. In some school-age settings, children under families to sign) suspension from the school are not allowed in the child-care centre. 10. HEALTH AND EXCLUSION POLICY The policy regarding exclusion should be very clear. For example, Pimento and Kernested (2010: 170) suggest that a child will be excluded if an illness Courtesy of Lynn Wilson prevents the child from participating comfort- ably in all program activities, including going outside results in a greater need for care than the staff can provide without compromising the health, safety, and care of other children Including photographs in the manual helps to break poses a serious health risk if it spreads to other up the text and, as you can see, a picture is worth a children or staff, and/or local public health thousand words—a caring teacher and children who authorities require exclusion are engaged. For some families, a child’s illness can be a challenge. Many families lack the job flexibility, 9. PROSOCIAL BEHAVIOUR AND extended family, or close friends to enable them to CHILD-ABUSE POLICY care for their ill child. While it is important to con- The handbook should clearly outline the centre’s sider the needs of all the children in a group-care strategies for encouraging prosocial behaviour on situation, supervisors and teachers may occasionally the part of children. Approaches not condoned or decide that it is in the best interests of the parents not used at the centre might also be mentioned, and the child to make alternative arrangements. 258 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  This section of the handbook should include the restrictions (for medical or religious reasons). Ingre- names of agencies that provide emergency care in dients and methods of preparation are of particular the community (those agencies that provide trans- importance to families of children with allergies. lation services should be noted for ESL parents); For example, serious nut allergies have led to some information on the parents’ role with respect to centres becoming peanut-free zones. Menus should health-related matters; policies on the storage and emphasize seasonal fruits and vegetables and low- administration of medications at the centre; infor- sugar, low-salt, and unprocessed foods. mation on sunblock and appropriate summer and Families of babies need to know whether the winter clothing; and dental information. It should centre provides bottles or solid food. Families of also explain that the centre is a non-smoking envi- older children need to know the following: ronment and that toys are disinfected on a regular Does the centre provide a breakfast program? basis. Are snacks served? 11. SAFETY ISSUES How is the lunch program run? Information on how the centre meets local licensing Are hot lunches or supplements served? requirements, which vary from province to prov- ince, is imperative. Besides reassuring families that Do children bring their own lunch? every attempt has been made to ensure that their Is junk food (pop, chips, chocolate, and so on) children are playing in a safe indoor and outdoor restricted in the children’s lunches? environment, this section should provide informa- tion on centre procedures for notifying families in Can children heat their lunches in a the event of a serious injury; information on first- microwave? aid training undertaken by staff; and information Are garbage-less lunches promoted? on fire, theft, and liability insurance. Children should be encouraged to have tasting Where applicable, procedures for using security amounts of all foods offered, with teachers model- codes or security cards should be given. Families in ling a positive attitude by eating with the children school-age programs, for example, may need to be and encouraging a relaxed, comfortable experience. aware that certain doors may be locked at specified This section should also explain the centre’s times and that access can be gained only through policy on celebrations such as birthdays. Does the designated doors. Finally, this section should explain centre encourage elaborate celebrations involving fire-drill and evacuation procedures, and name the magicians and loot bags, or are more modest events location of temporary premises in the event of an the norm? A centre generally decides on a policy emergency. that reflects the wishes of the majority of families. 12. FOOD AND NUTRITION POLICY This section should communicate that good nutri- 13. DROP-OFF AND PICK-UP tion is an important, intrinsic part of the program. PROCEDURES It should note that the centre adheres to Canada’s This section outlines procedures for checking in Food Guide (Health Canada, 2011) and/or Canada’s with a staff person in the morning and repeating Food Guide for First Nations, Inuit and Métis (Health the procedure in the evening. It should be stressed Canada, 2007). Important revisions to the food that drop-offs and pick-ups are easier for everyone guides were released in 2017. Information should involved when a regular routine is followed. If par- be included on food storage and handling guide- ents know that they will be picking up later than lines, the location of menus, and the procedure for usual, they should notify the centre so that staff can notifying families when the menus change. The reassure the child. Procedures relating to school-age centre can use this opportunity to show that the children must also be explained. menus reflect the cultural diversity of the children It should be made clear to families that they are and to invite families to become involved in menu responsible for bringing their child to the centre. planning. Some centres will not assume responsibility for a Procedures should be outlined for accommo- child until he or she is signed in. Other centres will dating children with special dietary requirements or accept older children arriving without a parent, NEL STAYING CONNECTED 259 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  provided a release letter from their parents is on file. Families should be assured in this section that 5. Extra socks and underwear ___ children will be released only to those people they 6. Diapers if necessary ___ have designated in writing. Parents who are sepa- rated or divorced should be advised that, without a 7. Toothbrush and toothpaste ___ court order, the centre does not have the authority to 8. Bathing suit and towel ___ deny a parent access to his or her children. 9. Picture of the family to place in cubby ___ 14. FIELD TRIPS This section should reassure families that they will be provided in advance with complete information about any trip that takes the children out of the centre, including the purpose of the event, the itin- 16. INVOLVING FAMILIES erary, the method of travel, the teacher–child ratio, This section should provide information on the and safety procedures. methods for home–centre/school communication, orientation, home visits, resources available to fami- 15. WHAT TO BRING lies (e.g., newsletters, books, videos, family bulletin ON THE FIRST DAY boards, and the resource area), and how families This section can be included in the handbook or it can become actively involved (e.g., by participating can be a separate handout given at orientation. It in curriculum planning, fundraising events, volun- should list the items families are required to bring teer opportunities, donating “beautiful junk,” or by to the centre on the first day. For the convenience of serving on the board of directors). families, this section could take the form of a check- list, as illustrated in the following box. The checklist can be adapted to accommodate different age groups. Some centres do not allow toys, money, or candy to be brought from home; Syda Productions/Shutterstock.com such restrictions should be discussed in advance with families. Families should be advised to label all articles with the child’s name. FIRST-DAY LIST 1. Paperwork a. Intake Form ___ Parent volunteers help to plant new trees at a school. b. Health and Immunization Form ___ 17. SPECIAL FEATURES c. Permission to Video and Photograph Form ___ Any special features of the program, such as involve- ment with an intergenerational program, should be d. Excursion Permission Form ___ discussed in this section of the family handbook. e. Emergency Treatment Release Centres located close to universities or hospitals are Form ___ sometimes asked to participate in studies or surveys; families should be advised that they can decline if f. Authorization for Pickup Form ___ they do not want their child to participate. This sec- 2. Blanket ___ tion can also outline any agencies whose services are available to the centre (e.g., developmental assess- 3. Soft cuddle toy ___ ments and referral services, public health depart- 4. Seasonal change of clothing ___ ments, and dental and visual screenings); when 260 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  school-age programs are offered, information on (see Chapter 7). For many families, the outdoor after-school programs, language classes, and com- playscape represents a place to burn off energy. munity events could be provided. The handbook can outline the many ways in which learning occurs in the outdoor environment and the critical role that a connection to nature plays in THE PLAYROOM HANDBOOK ­children’s development of an environmental ethic The playroom handbook provides information and well-being. about the centre’s individual rooms. This informa- The handbook should discuss the development tion benefits both families who are new to the centre of a play-based curriculum, emphasize an emergent and families of children who are moving to new curriculum approach, and provide examples of how age groups within the early learning environment. teachers plan and program to meet children’s indi- Like the Qualifications of Staff section in the family vidual needs and interests. Also worth noting are handbook, the playroom handbook might include ongoing activities (e.g., swimming lessons and trips professional information about the teacher (e.g., to the local library) and yearly events (e.g., a pan- educational background, length of employment at cake breakfast, a summer barbecue, and intergen- the centre, and work experience). More personal erational picnics). information (e.g., family life and hobbies) may be Because of the cost of producing print copies of included at the teacher’s discretion. both the centre and playroom handbooks, many The playroom handbook can expand on the ­centres now post these handbooks online for centre’s philosophical statement by addressing the ­families to view during the orientation process and specific age group. Many parental concerns are alle- whenever needed. viated when the handbook outlines how appropriate practice is applied in the playroom. For example, the handbook could describe the procedures for dealing LEARNING STORIES, with biting in the toddler room. ­DOCUMENTATION, The daily schedule should also be discussed, with AND THE PROJECT particular reference to how the philosophy of the APPROACH centre translates into action in the playroom. The Learning stories, which are popular in New lunch routine, for example, might be described as ­Zealand’s early childhood curriculum, are a record follows: of the activities of a child or a group of children, as In the senior preschool room, the children partici- observed by a teacher or parent. It is a written story pate in a family service format. They help them- that may be one paragraph or many pages long. selves and do their own pouring. We feel it is These stories may capture a moment or a particular important that the teachers eat with the children, skill, and may be accompanied by a photo, a series of because this offers the children role models for photos, or video, along with the teacher’s or ­parent’s appropriate behaviour and attitudes. The atmo- interpretation of what happened. The focus is on sphere is relaxed and social. the child’s strengths and accomplishments. Many This statement reinforces the philosophical goal programs are utilizing this approach. of encouraging self-help skills and a sense of coop- Written input from the educator or parent is eration and sharing. Educators should point out that generally added after the event has taken place, the schedule is flexible and changes with the needs encouraging the adults to pay particular attention and interests of the group. to accuracy. Comments may reflect how the child The playroom handbook should outline both interacts with others and the skill level displayed, the organization of the room and the outdoor envi- basically telling a story to describe the learning ronment. Because families may be unfamiliar with taking place and its significance. The comments the learning centre approach, it may be helpful to also provide an opportunity to reflect on how this describe each of the learning centres—from the experience can be extended. Comments from family art centre to the science and exploration centre. members or the child can be added to the stories. These descriptions could also be posted in the room These learning stories can be collected, creating a near the appropriate learning centres as a source of child’s personal portfolio that can be shared with information for families and visitors to the centre others. The portfolios can also be generated online. NEL STAYING CONNECTED 261 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  Documentation is the process of gathering infor- use documentation as a tool to record and com- mation about children’s ideas, words, and work, municate information to the children themselves, and describing the educators’ work with the chil- to families, and to colleagues. dren over time. It is the process of recording and Like all good stories, the documentation process reporting on children’s learning through mul- includes a beginning rooted in observations of the tiple media—photographs, written observations children (what they already know and what they and comments, panels, portfolios, booklets, video would like to know), a middle (the real detective recordings, CDs, community displays, and other work), and an end that summarizes what the chil- formats. Documentation expands the role of the dren have learned over time. This process of docu- teacher and provides a tool that enables teachers to mentation involves collaboration with children, be more effective in their work with the children. colleagues, families, and sometimes community It helps teachers understand children’s thinking members. Documentation clearly heightens edu- processes and fosters teachers’ facilitation skills, cators’ awareness and deepens the insight into the requiring them to become critical thinkers, strong children’s journey. During field placement experi- observers of the children, and researchers in the ences, ECE students who have an opportunity to playroom. Teachers must observe, collect data, ana- document the development of a project benefit by lyze the information, and then determine the next steps. Documentation is a form of representation 1. Practising and improving their observation that makes children’s learning visible. and recording skills. The type of documentation that teachers do is 2. Increasing their understanding of children’s not so far removed from our own past. Burrington play, thinking, and problem solving. and Sortino (2004: 225) reflect on how our mothers 3. Deepening their understanding of how raised us: children make sense of their world and the They saved anything—newspaper clippings, school meaning that they construct. photos, report cards, Sunday school diplomas, 4. Providing an opportunity for the children obituaries, and even teeth were tucked away. The to demonstrate the sequence of learning. By images and artifacts are by-products of the meaning telling the story of children’s learning, investi- that we made in our lives. They are like words in gations, skill acquisition, and discoveries, stu- the language of our families, fragments of memo- ries. They represent and evoke the time, place, dents demonstrate their understanding of how thoughts, and feelings of those particular moments, learning progresses, and define the beginning, and we revisit these documents and artifacts of our middle, and end of documentation. When chil- childhood again and again, with our parents, our dren learn, the content of learning moves from siblings, our friends, and our own children…. The concrete to abstract documentation on our walls and in our archives is a simple to complex visual and literary account of events, ideas, projects, learning, people, and community. It represents our present to future and past history. Our documentation marks the passing of facts to concepts time, honours relationships, celebrates moments, known to unknown and conveys the inner thoughts and feelings of chil- dren and their teachers. We are more present in our 5. Providing a permanent form of communica- daily encounters because we have an identity that tion that can be viewed with children, fami- is part of something larger. The images of strong, lies, and staff, and that allows the student to competent, thoughtful children remind us that we interact in a meaningful way with families. have an immense responsibility to the future. 6. Demonstrating respect for the children and Educators have used documentation, in a their efforts. The children will feel their efforts variety of different forms, for many years; but are valued by the student teacher, other adults as the work at the Reggio Emilia preschools in in the room, and their families. northern Italy became more well known, docu- 7. Creating a permanent record from which fur- menting the project approach took on a renewed ther program decisions can be made. importance. Viewers gained insight into the pro- cesses children went through in their play and the Documentation as shown in Figure 8.1 provides meaning their play had for them. Teachers can students with an opportunity to demonstrate their 262 CHAPTER 8 NEL Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  FIGURE 8.1 Student Documentation Panel Courtesy of Lynn Wilson INSIDE LOOK The Reggio Emilia’s Project Approach and the resulting documentation have proved to be an effective means of communicating with families. One parent comments: I knew that lots of interesting things were happening at the centre as the children and teachers worked on a project about whales. Shakil came home every day with new information and insights to share with us. Since we live near the ocean, whale sightings were not uncommon, but I was struck by the intensity of the learning taking place for these 4- and 5-year-olds. Photos of the children at work, and on their trip to see the whales, and samples of their drawings and stories were placed on bulletin boards at the entrance to the centre for families and children to view. As the work progressed, new documentation was posted on a regular basis, so we were able to monitor the children’s headway. One day we were even greeted by whale sounds playing on a tape recorder at the door. I was impressed by the children’s concern for the whales, and through this process they all became media stars. The supervisor contacted a local television station and the children were interviewed and their documentation recorded. What the project documentation demonstrated to me was the children’s ability to problem solve and to think in divergent ways well beyond what I thought they were capable of. NEL STAYING CONNECTED 263 Copyright 2019 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Nelson Education reserves the right to remove additional content at any time if subsequent rights restrictions require it.  INSIDE LOOK The Project Approach I started to observe that the group was showing more and more interest in dogs. It began simply with the whole group crawling on the floor making barking sounds while one child was the caregiver and took care of all the puppies. We quickly realized that the pet shop we already had in the room did not have enough materials to support this growing interest. We adapted the space to create a dog pound, which included a variety props the children could wear to take on that role (ears, tails, leashes, face paint, etc.). This led to us dressing in our dog costumes and heading to a large dog park close to the centre so we could observe dogs in action. We charted everything we saw, from the different colours, sizes, paw prints, and toys. We talked to owners of the dogs and asked questions the children had already prepared prior (what do they eat, what is their favourite toy, does it bite, where does the dog sleep, etc.). The children took pictures of their favourite dog in the park and we posted them in the dog pound. This was a great way to learn about different breeds and their character- istics, and led to a long discussion about pet dogs and working dogs. I contacted the Toronto Police Dog Services unit and they were able to provide the children with picture cards showing their active dogs on the force. The children were so excited to have these cards to take home and share with their families, along with all the new facts they had learned about police dogs. The working dog vs. pet dog conversation was so meaningful as we began to look into which children had pet dogs. Those children became the “experts” and they each led their own group time, bringing in photos and talking about being a responsible pet owner and what that entailed, it was such a proud moment for them. We designated a time for the dogs to come for a visit so we could get to know them better. For everyone to get an opportunity to be an expert on taking care of dogs after all the research we had done, I decided to bring in a new classroom pet “Rocco.” Rocco was a large (stuffed) golden retriever who would live in our room and allow the group to practice and demonstrate all the skills and knowledge we had learned during our research. We recalled and recorded on a chart “How to Take Care of Rocco” (based on all the expert testimony). The first priority for the group was finding somewhere for Rocco to sleep. We knew we had to ask one of the children’s dads who was a great builder to help us make a doghouse, and each child had the opportunity to use the power tools to put the house together—a real team effort. Watching the group interact with Rocco was amazing, taking care of Rocco resulted in ­demonstrating empathy and responsibility, recalling information of what they knew about dogs, and incorporating it into their play; the turn taking and negotiating the children demonstrated without support was outstanding. To further these skills, Rocco began going home with each child on week- ends. Rocco would go home in a crate and he had a bag with real objects (food, treats, toys, etc.) and list of jobs necessary to take care of him. Each family submitted photos of Rocco’s Adventures, wrote a summary of their weekend together and the children drew in a journal to document the experience. Rocco became a legend in the community as some families visited the same stores or restaurants, and he would be greeted by his name!! We created a Rocco Adventure Book, which stayed in the classroom for everyone to see. This was one of the best projects I have ever been a part of in my role as an educator; it involved my group of children, children from other rooms visiting Rocco, the families, the staff,