Child Study Center
Family Handbook
NAEYC Accredited
Licensed by the State of Indiana
Level 4—Paths to Quality
Department of Family and Consumer Sciences
Ball State University
Muncie, IN
www.bsu.edu/childstudycenter
Welcome to the Child Study Center.
This handbook is designed to give an introduction to our program. Please feel free to
contact the Co-Directors or your lead teacher if you have additional questions or
suggestions. We appreciate your participation in the Department of Family & Consumer
Sciences Child Study Center..
Mailing address:
Child Study Center
Ball State University
Muncie, IN 47306
Phone Numbers:
Administrative Office: (765) 285-1987
Fax: (765) 285-5478
Mrs. Jennifer Young: jyoung@bsu.edu
Mrs. Kresha Warnock: kwarnock@bsu.edu
Administrative Office: Email: csc@bsu.edu
Website: www.bsu.edu/childstudycenter
Infant/Toddler Program: (765) 285-5543
Miss Jill Davidson, Lead Teacher
Mrs. Katie Liggett, Lead Teacher: kemccalliste@bsu.edu
Preschool Program: (765) 285-1993
Mrs. Janette Stanley, Lead Teacher: jkbonnet@bsu.edu
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Contents
Page 5
1.
CSC philosophy
Page 5
2.
What is a Lab School?
Page 5-6
3.
Our community members
Page 6
4.
Administrative questions
Page 6-7
5.
Enrollment and payment information
Page 7
6.
Continuation of enrollment
Page 7
7.
Withdrawal procedures
Page 7- 9
8.
Enrollment packet and other required forms
Page 9
9.
Staffing at the CSC
Page 9-10
10. Child-staff ratio
Page 10
11. The physical environment
Page 10
12. Parking
Page 11-12
13. Drop off and pick-up procedures
Page 12-13
14. Separation anxiety
Page 13-14
15. Food policies at the CSC
Page 15
16. Clothing
Page15-16
17. Items to be provided by parents
Page 16
18. Items to be left at home
Page 16-19
19. A typical day at the CSC
Page 19
20. Outdoor policy
Page 20-21
21. Learning and development
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Page 21-22
22. Preschool field trips
Page 22
23. Guidance policy
Page 22- 23
24. Respect for diversity
Page 23
25. Children with special needs
Page 23
26. Communication
Page 24
27. Parent bulletin boards
Page 24
28. Incidents reports
Page 24-25
29. Illness
Page 25
30. Administration of medication
Page 26
31. Child absences
Page 26
32. School closure policy
Page 26
33. State of Confidentiality
Page 26-27
34. State of Civility
Page 27
35. Parent involvement
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1. The CSC philosophy
In the rich, well-planned setting of the Child Study Center, we see children grow and thrive!
Our lead and assistant teachers are highly trained and educated in the field of child
development. We present a program that provides the nurture and care young children
need, combined with stimulating, play-based activities and an environment designed to
promote positive development for your child. We understand that children need support
and challenges to grow cognitively, socially, emotionally, physically and verbally during their
first five years of life. Our goal is to work closely with families during the years you and
your children are part of our community of learners.
The Child Study Center is part of the Department of Family and Consumer Sciences and, as such,
we provide a training and lab experience for approximately 200 college students every year.
These students help us provide individualized care for the children. They bring enthusiasm and
energy to our program, while being well-supervised by our professional staff.
Ball State University's Child Study Center has been accredited by the National Association for the
Education of Young Children (NAEYC) since 1997. As required by this prestigious accreditation,
we continually evaluate our practices and program to make sure we meet their high standards.
In addition, we have achieved Level 4 of Indiana’s Paths to Quality rating system. We are proud
of our demonstrated quality!
2.
What is a lab school?
The concept of providing a laboratory experience for college students at Ball State has been in
existence since the late 1970s. The Child Study Center program began under the coordination of
one director and one graduate assistant. In the fall of 1987, the program moved to 1416 West
Cardinal Street, where the Preschool Lab remains today. In the fall of 2001, the Infant/Toddler
Lab was moved to 1409 West Cardinal Street. Additional staffing positions have evolved with
the growth of the program.
As a lab school, we offer experiential learning for college students who are enrolled in Infant and
Child Development classes, as well as providing an in-depth practicum experience for students
majoring in Child Development and Child Life Specialist. Students from other disciplines and
within the FCS department often carry out observations at the CSC. In addition, we are a site for
faculty research. Families will be notified of any long term research projects carried out here
3.
Our community members
Our community attending the CSC includes children of Ball State faculty, staff, students,
and the public. Currently enrolled families receive first priority for future enrollment.
Vacancies are filled in the order applications are received. We are an inclusive setting
and value the opportunity to serve a diverse population.
The Child Study Center adheres to the following policies: No child will be discriminated
against on the basis of race, color, religion, sex, national origin, or disability. The Center
will only accept children who will benefit from the program at their current stage of
growth and development. The Center will not admit or continue to provide care for any
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child or family whose needs are obviously not being met or whose behavior would be
dangerous (physically or emotionally) for other children, families or staff in our program.
Age Requirements
Infant/Toddler Program:
Children must be at least six weeks old and under three years old as of August 1, prior to
that academic year. As a learning laboratory, it is desirable to have an infant in each lab
session, as well as, younger and older toddlers. We try referable to allot an infant space
per group of children in order to meet this learning goal. There are eight children
enrolled per group.
Preschool Program:
Sixteen children who are three years old by August 1, prior to that academic school year
are enrolled in each preschool class. The August 1 guideline is based on the Indiana
state guideline that children age five years old as of August 1, prior to that academic
year, may attend kindergarten.
4.
Administrative Questions
The CSC administrative office is located in the 1416 Building (the Infant/Toddler Center)
on the driveway side. It is staffed by an office assistant from 9 to 3 Monday through
Friday. The office assistant handles enrollment, tuition payments, and aftercare slots.
This person oversees your child’s paperwork and gets contracts signed. If she is not
available, you may leave tuition payments in either of the locked drop boxes in the
administrative office or by the entrance to each classroom.
The phone number of this office is 285-1987. Please feel free to leave a voicemail and
we will get back to you quickly. The email address is csc@bsu.edu.
Jennifer Young and Kresha Warnock are the co-directors of the center. Should you need
to reach one of them, you may call the above number. They will be on site at times
coordinated with their teaching responsibilities.
5.
Enrollment and payment information
Both, the Infant/Toddler Laboratory and Preschool Laboratory, are in session Monday
through Friday for fourteen weeks during fall and spring semesters. A current rate chart
is available at:
http://cms.bsu.edu/Academics/CentersandInstitutes/ChildStudyCenter.aspx
All money is due to the CSC on the contract dates. Receipts are written and provided
when payment is accepted by office staff. Payment boxes, for your convenience in the
absence of the office staff, are located in the main office and in each classroom. Full
semester payments are welcome at the time of registration if that is convenient for the
family.
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Late fee charges are assessed beginning one week past the due date. Late fee charges
will be equal to $10 per week (9th, 16th, 23rd, and 30th) with a maximum of $40.00 per
month. After one month, the child will be prohibited from attending until the fees are
paid. A child may then return if a space remains available.
A two-week delinquent payment for B.S.U. students will result in a request for a “hold”
to be placed on B.S.U. accounts/records until the payment is made.
A $25 return check charge will be assessed if a check is returned for insufficient funds
(this charge changes in accordance with policy set by the Bursar’s office).
6.
Continuation of enrollment
Families will receive a “Discontinued or Continued Enrollment Form” prior to the end of
fall and spring semesters. A $75.00 non-refundable registration fee will be due with the
form. Forms are provided to you via newsletters, email attachment, and/or on the
parent bulletin boards.
7.
Withdrawal procedures
If the semester has begun and you decide to withdraw your child from the program, a
two-week advance written notice is required. If you are unable to give notice, you are
still responsible for the fees for the following two weeks. Again, the registration fee is
non-refundable. Refunds are not provided in the last four (4) weeks of any contract
period. Additional terms of the contract are explained on the Ball State University Child
Study Center contract.
8.
Enrollment packet and other required forms
We are required to keep specific information on file for each child. Forms are to be
completed and returned to the center by the dates indicated in the enrollment packet.
These records are the property of Ball State University and remain on file for one year
after the child is no longer enrolled.
Forms to be completed at enrollment:
Application: This form is to be completed by the family during the initial request for the
child's enrollment.
Intake Agreement & Release of Information: This form provides the families and CSC
staff with a mutual understanding of policies and procedures. It also allows the staff to
know that the family members understand the categories of individuals who will have
access to individual child screening and assessment results, as well as, the
reasons for their access.
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Birth Certificate: A copy of your child’s birth certificate.
Health Exam Record: Each child is required to have evidence of a health examination by
a physician or nurse practitioner within thirty (30) days after enrollment or no earlier
than twelve (12) months prior to enrollment. Any child without this form on file within
the designated period shall be withdrawn. Immunization records are to be kept up-todate. (This form is to be completed annually for children less than two years of age.)
Policies to Protect: This form provides information and permission regarding the use of
sunscreen and insect repellant to protect children against skin damage due to the sun
and insect bites, as per accreditation standards.
Forms to be completed at enrollment and/or updated annually:
Contract: This form is completed and submitted with the registration fee and/or as
contract is revised with both parties in agreement.
Medical Information and Authorization: This emergency medical authorization form
allows the CSC staff to contact medical professionals in the event of unexpected medical
or dental care. It also allows for the transportation of the child for care in the event that
the parent cannot be reached.
Forms to be completed at enrollment and/or updated each semester:
Children with Special Needs & Special Diets: This form is updated each semester for
children with diagnosed allergies/restrictions/special needs. This form details any
allergies and/or restrictions to foods, pets, and other limitations or special needs of your
child. Please indicate IEP's or IFSP's. Families also indicate permission for the child’s
special needs to be posted in the classroom.
Help Us Get to Know Your Infant/Toddler or Child: These forms are to be completed
annually, but available to you for completion each semester by choice to allow the staff,
especially new lab students, to better work with your child.
Feeding Plan: For children under 24 months, a feeding plan is to be completed detailing
food items children may be served at the Center.
Emergency Contact and Departure Authorization Card: This 5” x 8” card is to be
completed and then reviewed each semester so as to keep all contact information
current. To ensure the safety of your child, this form lists the persons who will pick up
your child on a regular basis and on occasion, and who may NOT pick up your child. In
cases of custody concerns, legal documentation must be on file at the CSC.
Forms to be completed as occasions arise:
Consent to Participate in Research: These forms will most often accompany your
newsletter or as a separate document.
Preschool Field Trip Permission: Notification of field trips will be provided. Families will
provide written permission for their child’s participation.
To be safe and stay safe: Any changes in address, phone number, employment, doctor,
emergency contact, medical information, etc., are to be submitted to the director in
writing (use the Change of Information Form located on classroom bulletin boards or
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in the main office) immediately upon change! This is in the best interest of your
family!
9. Staffing at the CSC
Lead Teachers plan and implement the daily schedule. These lead teachers are
responsible for the supervision of the children, preparing the environment, and
directing the lab students. There are two full-time lead teachers at the Infant/Toddler
Center – one for the Triangle Classroom and one for the Circle Classroom. There is one
lead teacher at the preschool. Each of our lead teachers has at least a Bachelor’s
Degree in Child Development or a closely related subject and meets the NAEYC
qualifications to lead a classroom of young children. In addition, teachers complete
continued training hours each year to meet the Paths to Quality rating requirements.
Associate Teachers are Graduate Assistants. An associate teacher works in each
classroom. They are responsible for opening and closing the center. They provide
extended care in the morning, noon-time care, and extended care at the end of the day.
Associate teachers work closely with lead teachers to manage the classroom each day.
Practicum Students serve as assistant teachers. They are typically scheduled Monday,
Wednesday, and Friday in the a.m. or p.m. or Tuesday and Thursday in the a.m. or p.m.
They work with the program in this capacity for a full semester.
Student Assistants are employed to work with the children as needed.
assistants typically work with the children during extended care.
Student
Lab Students, who are enrolled in one of our child development courses, spend
assigned hours each week at the Lab. Their responsibilities vary from class to class, but
they are always available to interact with the children and support the teaching staff.
10. Child-staff ratio
The Center understands the importance of children having consistent care-givers. Lead
teachers and practicum students work with the same group of children during the entire
semester.
Infant/Toddler Program: At any given time, there are at least two adults with a group of
eight infants and toddlers. It is common to have four to five adults with a group of eight
children. In comparison, the state licensing regulations for centers require one adult per
4 infants (children under 12 months of age); one adult per 5 one/two-year-olds; and one
adult per 10 three-year-olds. Teaching staff will supervise infants and toddlers/twos by
sight and sound at all times according to accreditation standard 3.C.02.
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Preschool: We always have at least two adults in our preschool classrooms with a
maximum number of 16 children. In addition, we usually have at least three lab
students in the classroom, interacting with the children, who do not count towards our
official ratio. In comparison, the state licensing regulations for centers require one adult
per 10 three-year-olds, one adult per 12 four-year-olds, and one adult per 15 five-yearolds. Teaching staff will supervise children primarily by sight. However, supervision for
short intervals by sound is permissible, according to accreditation standard 3.C.04, as
long as teachers check frequently on children who are out of sight (e.g., those who can
use the toilet independently, who are in a storybook area, or who are napping).
11. The physical environment
The Infant/Toddler Lab and Preschool Lab are each in a ranch-style house. The facilities
include office space with the administrative office attached to the Infant/Toddler Lab.
The CSC programs make reasonable adaptations so children with disabilities can fully
participate in the indoor and outdoor curriculum and activities. A camera and entry
security system is installed at both the Preschool Lab and the Infant/Toddler Lab.
 Classrooms are arranged into well-planned learning centers which provide children
with opportunities to participate in stimulating, age appropriate activities such as
art, blocks, sensory tables, science and math activities, books, dramatic play, etc.
We invite parents to tour our facilities to view all the learning opportunities we
provide.
 Children spend time outside each day, whenever the weather permits. The
Infant/Toddler outdoor classroom provides children with a safe and fun learning
environment outdoors. The preschool outdoor classroom is age appropriate for our
older children. The design was a collaborative effort between the Department of
Family and Consumer Sciences and the Architecture Department. The environment
includes swings, playhouses, climbing equipment, tunnel and hill, riding toys and
riding space.
12. Parking
Parking is available in the CSC parking lot at 1415 West Cardinal Street located directly
west of the infant/toddler lab and across the street from the preschool lab. This is
temporary parking used for arrivals and departures of children.
13. Drop off and pick up procedures
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Safety is a top priority, so we keep each door to the facility locked when children are
present. If an adult does not welcome you at the door as you arrive, please ring the bell.
Please be sure to close the door behind (without unlocking the door) you as you enter
and exit.
Each day that you bring your child to the Lab, you will sign your child in and out on the
Sign In/Out Sheet.
Families dropping off or picking up children are to come into the building each day.
Please remember to sign your child in and out on the Sign In/Out Sheet posted on the
classroom clipboard. Children are to wash their hands upon arrival to the center. (If
parents visit in the classroom beyond the arrival or departure times, they, too, should
wash their hands prior to interacting in the classroom.) A teacher will greet you and your
child. If someone other than you is providing transportation, please inform the teacher
prior to the change. Inform the person of our arrival and departure procedures. During
arrival and departure, you may use the CSC parking lot west of the Infant/Toddler Lab.
Late fees will be incurred if children are here past their scheduled times. Please be
punctual in picking up your child. Let us know if there are any concerns.
INFANT/TODDLER PROCEDURES:
Arrival: Circle classroom families enter through the front door. Triangle classroom
families enter through the door at the back of the facility. The center is open at 7:45
a.m. for early drop off for those enrolled in extended care, and it is closed by 5:15 p.m.
Monday through Friday. Families enrolled without extended care arrive between 9:4510 a.m. and 12:45-1 p.m. The infant/toddler rooms are to be a safe, sanitary
environment for our non-walkers and crawlers. All adults and children will remove,
replace or cover with clean foot coverings any shoes they have worn outside.
Departure: Pick your child up between 11:45 a.m.- 12 p.m. or 2:45-3 p.m. Please park
and come into the building. In nice weather, we may wait for you in the outdoor
classroom. If someone other than you will be picking up your child, please notify your
classroom teacher and inform the person of our arrival/departure procedures. Please
expect teachers to request a photo I.D. if they have not met this person or other family
member. Be sure to sign your child out each day. Because we base staffing on the
number of children enrolled at a particular time, it is extremely important to be prompt
when picking up your child.
PRESCHOOL PROCEDURES:
Arrival: Preschool families enter through the front door. Come into the building with
your children each day between 8:30-8:45 a.m. and 12:30-12:45 p.m.
If there are
special considerations, such as a baby in the car, and you would like staff to pick your
child up outside, please make arrangements with the lead teacher. In order to meet our
accreditation standards, we ask you to help your child wash his or her hands on arrival.
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(If parents visit in the classroom beyond the arrival or departure times, they, too, need to
wash their hands prior to interacting with children.)
Departure: Pick your child up between 11:15-11:30 a.m. or 3:15-3:30 p.m. Please park
and come into the building. In nice weather, we may wait for you in the outdoor
classroom. If someone other than you will be picking up your child, please notify the
preschool and inform the person of our arrival/departure procedures. Please expect
teachers to request a photo I.D. if they have not met this person or other family
member. Be sure to sign your child out each day. Because we base staffing on the
number of children enrolled at a particular time, it is extremely important to be prompt
when picking up your child.
14. Separation anxiety
Separation anxiety is a normal part of growth and development. Most children will find
it difficult to say good-bye to parents or other caregivers at some point in their early
years. We know these times are hard on both the child and the parent.
Staff members will try to ease the separation anxiety for the child by helping him or her
get involved in play. The adult may ask for your permission to hold the child in order to
build trust. During the day, teachers can give the children a chance to talk about how
much they miss you, and what they would like to share with you at departure.
Families are encouraged to develop a goodbye routine. This may consist of saying
goodbye, a kiss, and a wave. This will help your child adjust quickly and develop a sense
of security. Never sneak out as this creates additional anxiety and feelings of mistrust.
Develop a routine. Say goodbye once and depart. Rest assured that your child heard
you say goodbye, felt the kiss, and/or saw the wave. Whether or not the child verbally
responded by telling you goodbye, you can leave knowing you are helping your child
adjust. Keep in mind these ideas:
 Be consistent. Arriving promptly to pick up or drop off your child will help develop a
sense of trust and security.
 Always say goodbye. Tell your child you are leaving but will be back when school is
over.
 Avoid lingering after you say good-bye. Children easily read body language. If you
are hesitant, they can sense this and may also become hesitant.
 Prepare your child for any changes. Tell your child about changes in the school
schedule beforehand. If you will be delayed in picking up your child, notify the lab
so your child can be told that you will be late, and you are on your way to pick
her/him up.
 Discuss separation anxiety with your teacher. We will be glad to offer strategies
that have worked with other children in the past. We will also let you know how
your child does after you leave. Teachers have experience in easing children
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through this process while supporting the parent-child bond. Your child is in good
hands!
15. Food Policies at the Child Study Center
Because we serve children birth to five years old in our program, we are very aware of
the nutritional needs of children during this formative time. Each program has a slightly
different food schedule, but we each carefully follow the food guidelines set for young
children and try to encourage healthful eating across the board.
To meet licensing and accreditation standards, “No food coming from home for sharing
among children must be either whole fruits or commercially prepared packaged foods in
factory-sealed containers.”
NAEYC Accreditation Criteria for Health Standard 5.B.02
We follow certain practices to encourage safety and the development of healthful
eating habits.:
1. Children under four (4) are not served:
Whole grapes
Hard candy
Hard pretzels
Popcorn
Seeds
Chunks of meat
Nuts
Marshmallows
Spoonful’s of peanut butter
Hot dog rounds
Chips
Dried fruit
Raw peas
Chunks of raw carrots
NAEYC Accreditation Standard 5.B.14 for Health Standard
2. Except for babies who are held while they are fed, children are asked to sit down at
the table while they eat.
3. To encourage independence and learn to self-monitor, we ask children to serve
themselves as they are developmentally able. They are also helped to clear their own
places.
4. Children always wash their hands before and after snack.
5. Because of the dangers of peanut allergies, we maintain a nut free environment. If
you are sending food from home for any reason, please avoid including any kinds of nut
or nut butters. (Soy butter is used frequently.)
6. Any food brought from the outside must be purchased from any store or bakery and
be in its original wrapping. (This is true if you are bringing in food for a celebration at
some point.) If you are bringing in food, we ask that it be brought for the whole group.
Preschool snacks and Infant/Toddler meals are healthful and social occasions. When
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“special” foods are sent in for these daily times, other children want some as well.
Unless your child has a documented food allergy or health issue, we ask that you
encourage them to participate in our well-planned meals and snacks.
The Infant/Toddler program…
The Infant/Toddler program provides meals for children at the following times: 8 a.m.
breakfast, 11 a.m. lunch, 2 p.m. snack, 4 p.m. snack. For safety, infant solid food is cut
into ¼” pieces or smaller. Toddler food is cut into ½” pieces or smaller. Each meal is
carefully planned to meet your child’s nutritional needs.
Infant Food Preparation and Storage:
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At the CSC, the parent will provide the formula or breast milk.
Except for human milk, staff serve only formula and infant food that comes in
factory-sealed containers prepared according to the manufacturer’s instructions.
Bottle feedings are not to contain solid foods unless the child’s health care provider
supplies written instruction and a medical reason for this practice. 5.B.10
Solid foods and fruit juices are not offered to infants less than six (6) months
(unless practice is recommended by child’s health care provider and approved by
families). Sweetened beverages are avoided. If juice is served, the amount is
limited to no more than four ounces daily. 5.B.11
Formula containers and bottles are to be labeled with name, date, and time.
Bottles are returned to parents daily.
Formula or human milk that is served but not completely consumed, or is not
refrigerated, is discarded after one (1) hour. 5.B 10
NAEYC Accreditation Criteria Standard for Health
The Preschool program…
The Preschool provides a snack between 9:15 and 10:00, 1:15 and 2:00 and at 4:00 p.m.
The morning and early afternoon snacks are offered as part of our choice time. A few
children at a time are invited to join an adult and eat in a home-like, social
environment. For children here over the lunch hour, we ask parents to provide a sack
lunch. (Please observe the policies listed above in preparing your child’s lunch.)
Food brought from home:
 Must meet USDA’s CACFP guidelines.
 Must Be labeled with child’s name and date.
 Any food requiring refrigeration should be placed in our refrigerator so it stays cold
until served.
 Any food coming from home for sharing among children must be either whole fruits
or commercially prepared packaged foods in factory-sealed containers.
NAEYC Accreditation Criteria for Health Standard 5.B.02
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16. Clothing
Please mark your child's name on all of the child's belongings. Appropriate clothing is
necessary for outdoor play when weather permits (hat, mittens, boots, etc.).
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Even though the children will wear paint shirts and water capes when appropriate,
spills and paint can still get on clothing. We encourage you to send your children to
school in clothes that can get dirty. Comfortable, non-restrictive clothing and
footwear will allow your child to be active and enjoy her/his time at the Center.
Shoes should be comfortable and have rubber soles to prevent slipping. Cowboy
boots, sandals, thongs, and dress shoes make it difficult for children to climb and
run. Sneakers are recommended, but not required. During the winter, snow boots
are often very useful.
Children are required to wear footwear in the outdoor classroom learning
environment.
2.2.6 Public Playground Safety Handbook, US Consumer Product Safety Commission,
2008
The children will be in the outdoor classroom each day as weather permits. Please
make sure your child has the right clothing for this play.
To avoid the risk of strangulation, children should not wear jewelry, jackets or
sweatshirts with drawstring hoods, mittens connected by strings through the arms,
or other upper body clothing with drawstrings. These items can be especially
hazardous on outdoor play equipment.
3.2.1 Public Playground Safety Handbook, US Consumer Product Safety Commission,
2008
17. Items to be provided by parents
At the beginning of the school year/semester please provide the following:
Infant/Toddler:
 If a child eats two or more snacks or meals a day at the center, our accreditation
standards require that they brush their teeth.
If your child is in this situation,
please provide a travel-sized toothbrush and tube of toothpaste.
Preschool:
 A toothbrush and travel-size tube of toothpaste (two tubes for the academic year)
for children in our care during two or more snacks/meals per day. Please write your
child's name on each tube of toothpaste. The size of the toothbrush should be no
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longer than 6" to ensure that it fits in the child's toothbrush holder. The toothpaste
must also be 6” or shorter or bendable in order to fit in the holder.
 Each child is to have a complete change of clothes (shirt, pants, socks, underclothes)
for accidents, spills, and water play. Please bring these clothes in a bag with your
child’s name. We have pre-labeled plastic totes to store individual children’s clothing
items. Families are asked to keep the clothing up-to-date in size and for the current
season.
Please provide the following Daily:
Infant/Toddler:
 Diapering supplies (if needed)
 A full set of extra clothing
 A favorite toy or book (to provide the child with familiarity)
 Formula and a bottle if needed
 Outdoor foot covering. It is optional to provide indoor foot covering as children
may elect to be barefoot.Infant Toddler: Transitional objects such as a blanket or
stuffed animal are encouraged. Some children find it comforting to have a family
photo to carry about the classroom. It is essential to label all personal items with
the child’s name or initials to ensure items make it back home at the end of the
day.
 Preschool:
 Coats, boots, and other personal belongings she/he brings to school will be kept in
the cubby.
 Totes or lightweight backpacks are to be sent to school with each child daily with the
child’s name written on the inside. These empty totes will be used to send art
projects home with your child.
 If a child is napping, please send appropriate blanket and small pillow in a hanging
tote. We provide sheets for the mats. Napping materials should be taken home
each Thursday or Friday, washed and returned.
 We ask that parents provide a sack lunch if your child is in the center from11:30
a.m.-12:30 p.m
18. Items to be left at home

Please do not send candy or other sweets unless pre-arranged with the teacher.
Snacks are provided by the Center and are to be eaten at the tables, including
beverages consumed from bottles and sippy cups. (by(Small infants are always
held during feeding.)
Preschool: If your child needs a transitional object such as a blanket or stuffed animal,
especially for napping, feel free to let your child bring that, especially in the early days of
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his or her preschool experience. We request that other toys from home not be
brought to school, unless previously arranged with the teacher.
19. A typical day at the CSC
Each session follows a sequence of activities. It is important that there is sufficient
consistency in the program to give security, but equally important that the children are
provided adequate flexibility so they can explore their own interests. The daily
sequence provides a balance between stimulation and relaxation, between active play
and quiet play, between individual activity, small group activity, and large group activity.
Creative learning experiences and activities are offered daily. A general calendar of
semester activities or concepts is provided to families at the beginning of the semester
and your lead teacher will regularly post lesson plans electronically each week.
Infant/Toddler Program
Developmentally appropriate activities are designed for this age group and children are
encouraged to participate in developmentally appropriate ways.
 Inside Activities: The first forty five minutes of the lab session (9:45 a.m.-12:00 p.m.
and 12:45-3:00 p.m.) are designed for the free "choice" play that revolves around
learning centers designed by the Infant/Toddler curriculum staff. This time would
include role play, exploratory art, science and math concepts, and other creative
activities that enhance small and large motor skills, cognitive skills and
social/emotional skills.
 Meals: A variety of foods are served based on the food pyramid, a nutritionally
sound program developed by the U.S.D.A. They are chosen in order to promote the
use of utensils and fingers. Self-help skills and appropriate behavior are supported
and encouraged. Daily menus are posted on the Infant/Toddler Parent Information
bulletin boards.

Circle Time: Teachers and children come together for group time of sharing, singing,
reading, and moving A combination of songs, music, storytelling, finger plays, and
active physical participation is used. Children are encouraged to actively engage and
even lead activities.
 Outdoor Classroom: The activities in our outdoor learning environment are designed
to encourage large muscle development. Children are given opportunities to have
outdoor play every day Learning centers are regularly rotated including puzzle shelf,
bookshelf, cozy corner, discovery table, and musical instruments.
 Infant/Toddler Daily Schedule: The program schedule is adapted to meet the
children’s needs, for example, infant feeding schedules and naptimes.
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7:45 a.m.
8:00
8:30
8:45
9:15
9:30
9:45
10:30
10:45
11:00
11:20
11:30
12:00 p.m.
Center opens
*Breakfast
Singing and Dancing
**Diaper changing and toilet use
Outdoor Classroom Learning Environment
Quiet activities
Morning program begins
Circle time
Gross motor play and outdoor classroom
*Lunch
**Diaper changing and toilet use
Rest time for children attending all day
Morning program ends
12:45
1:30
1:45
2:00
2:20
3:00
3:15
3:45
4:15
4:45
5:00
5:30
5:15 p.m.
Afternoon program begins
Circle time
Gross motor play and outdoor classroom
*Snack
**Diaper changing and toilet use
Afternoon program ends.
Outdoor Classroom Learning Environment
Puzzles and table toys
Storybooks
Diaper changing and toilet use
Singing and dancing
Outdoor classroom
Center closes
*Infants served food according to their individual needs.
**Children changed as needed or use toilet according to individual schedule also.
Preschool Program:
Activities are based around the children’s interests, and planned to fulfill ageappropriate learning goals as defined by the Indiana Foundations to the Indiana
Academic Standards. Field trips and resource people are included in each semester's
curriculum. A typical day consists of:
 Opening Activities: As children arrive, interesting table activities are out so
children can put their things away, wash their hands and get settled into the day
as the other children arrive.
 Opening Group: this is a brief community-building time during which the lead
teacher helps the children plan for the day.
 Indoor Choice Time with snack and small group:
o Children have a choice of many activities including art, music,
manipulative’s and puzzles, pretend play, block building, discovery table,
cooking, science activities and math learning.
o Snack is served during this time period as a choice. Children are invited
to sit down with an adult in a small group A light, nutritious snack is
served “family style”. Children will often prepare a part of the snack.
Children are required to wash their hands before and after eating.
o Small group: Children with work with a teacher on a small group activity
sometime during choice time. These activities are again planned with
specific learning goals in mind as defined by the Indiana Foundations and
are more teacher-directed than other points of the day.
 Gross Motor Activity: The activity at this time is designed to enhance large
muscle development.

Outdoor Classroom: Not only is this a time for development of large motor skills, but
also a time when social skills are being strengthened. In addition, by including
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
planned activities outdoors, as weather permits, we provide added opportunities for
cognitive learning as children write with chalk and play games associated with our
science theme, etc. Because we consider outside time such an important
developmental experience, daily activities occur in our outdoor learning
environment*.
Circle Time: This time emphasizes the language and literacy development through
songs, storytelling, finger-plays, puppetry, pictures, nursery rhymes, etc.
Departure: The children will gather in the back indoor classroom or outdoor classroom
with the assistant teacher. They will get their things together and read stories, play
games or quietly prepare for the arrival of their parent to pick them up.
At any time throughout the day, children may use the restroom. Assistance from adults
is provided when needed. The goal is to encourage all children to have restroom use at
least once during each session. For those children who are still learning to use the
bathroom, we offer more assistance. We work with parents on this process.
*The CSC playground has been assessed by a Certified Playground Safety Inspector.
Documentation is on site for review upon request.
Preschool Daily Schedule:
7:45-8:30 a.m.
8:30-8:45
8:45-8:50
8:50-10:10
Extended Care; breakfast if needed
Arrival and table activities
Opening Meeting
Learning Centers, including self-directed
snack, story table and small group
10:15-10:25
Teacher Directed Gross Motor Activity
10:25- 11:05
Outdoor Classroom Learning Environment
11:05-11:30
Circle Time and departure
11:30-12:00 p.m. Lunch time for those in extended care
11:25-11:30
Departure
12:00-1:00
12:30-12:45 p.m.
12:45-12:50
12:50-2:10
2:15-2:25
2:25-3:05
3:05 -3:30
3:30-4:00
4:00-4:15
4:15-5:15
Rest/quiet time for all-day children
Afternoon children arrive; opening activities
Opening meeting for afternoon arrivals
Learning Centers, including self-directed snack
story table and small group
Teacher Directed Gross Motor Activity
Outdoor Classroom Learning Environment
Circle Time and departure
Learning center environments
Snack
Learning center environments; cleanup and pick
20. Outdoor play policy
We believe outdoor play is an integral part of children’s development. The American
Academy of Pediatrics recommends that young children partake in at least an hour of
physically active play each day. Our licensing regulations require: "Daily opportunity is
provided to play outdoors except when severity of weather poses a safety or health
hazard." Please send children with appropriate clothing during the cold months. We
will assure their safety in both the hot summer and cold winter days!
If there is a health related reason documented by a parent or physician for a child to
remain indoors, we will try to arrange this. However, for a period exceeding three (3)
days a physician’s statement is required.
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21. Learning and development
We believe children have developmental and learning needs in all domains: intellectual,
social, emotional, physical, and language. Following research-based precepts of
developmentally appropriate practice and the framework established by the Indiana
Foundations for Preschool, we have adopted the Creative Curriculum as a curriculum
and assessment tool. In this way, we have been able to provide age-appropriate
learning in each of the content areas, embedded in play and according to the children’s
interests.
First, we ask each family to help us as their child enrolls by filling out a screening tool
called the ASQ (Ages and Stages Questionnaire). Using this play-based, activity driven
document, we have initial information on your child.
We then create a portfolio for each child. Included in that will be our observation notes,
examples of the child’s art work, perhaps photographs that document his learning. We
use these observations twice yearly to fill out an assessment tool developed by the State
of Indiana called ISTAR. We use this instrument to make sure each child is learning and
that our curriculum meets his or her needs. We share all this information with parents
at conferences or at any time it’s requested.
Research demonstrates that a well-planned, play-based curriculum, based on an
understanding of the individual needs of each child in the program is the most
effective way to prepare children for later learning and to take their place as
productive members of a democratic society.
The chart below lists the research-based objectives for children’s learning as defined by
Teaching Strategies, Inc. This is a concise listing of the goals we work on. These goals
are aligned with the Indiana Foundations to the Indiana Standards for Education,
(http://www.doe.in.gov/primetime/docs/foundations/indiana_foundations.pdf.) As you
view lesson plans and other information we send home, you will frequently see
references to the Foundations, essentially the standards that our state has set for
children birth to five. These foundations are helpful in understanding the
developmental needs of children from birth to age 5 and give an in-depth picture of the
preparation our children need as they move into kindergarten. They are age
appropriate and speak to learning in all the domains including social, emotional,
cognitive and physical.
Objectives for Development & Learning as Defined by the Creative Curriculum
Birth to Age 6
Social-Emotional
 Regulates own emotions and behaviors

Mathematics
Uses number concepts and operations
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

Establishes and sustains positive relationships
Participates cooperatively and constructively
in group situations







Literacy
Demonstrates phonological awareness

Demonstrates knowledge of the alphabet

Demonstrates knowledge of print and its uses

Comprehends and responds to books and
other text

Demonstrates emergent writing skills













Oral Language
Listens to and understands increasingly

complex language

Uses spoken language to express thoughts and
needs

Uses appropriate conversational and other
communication skills

Cognitive
Demonstrates positive approaches to learning
Remembers and connects experiences

Uses classifications skills

Uses symbols and images to represent

something not present
Physical
Demonstrates traveling skills

Demonstrates balancing skills
Demonstrates gross motor manipulative skills
Demonstrates fine motor strength and
coordination
Explores and describes spatial relationships and
shapes
Compares and measures
Demonstrates knowledge of patterns
Science and Technology
Uses scientific inquiry skills
Demonstrates knowledge of the characteristics of
living things
Demonstrates the knowledge of the physical
properties of objects and materials
Demonstrates knowledge of Earth’s environment
Uses tools and other technology to perform tasks
Social Studies
Demonstrates knowledge about self
Shows basic understanding of people and how
they live
Explores change related to familiar people or
places
Demonstrates simple geographic knowledge
The Arts
Explores the visual arts
Explores musical concepts and expression
Explores dance and movement concepts
Explores drama through actions and language
English Language Acquisition
Demonstrates progress in listening
understanding English
Demonstrates progress in speaking English
and
As we assess children over the course of the school year, we incorporate this information into
planning for them individually and as a class. For example, if we see that a child is not riding a
trike, we will encourage her to work on this skill.
22. Preschool Field Trips
Field trips are a valuable and fun way to provide a learning experience through exposure
and hands-on experience. Preschool field trips occur one to three times per semester.
Often we take “walking” field trips on campus. Occasionally we will ask parents to pick
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up or drop off at the field trip site. Sometimes we requisition university vans or take the
MITS bus. Each field trip is tied into our learning curriculum. Newsletters will include
information about each field trip, and parents will provide written permission. We
encourage parent participation.
The Center adheres to the following policies on field trips:
1. During field trips no child shall be permitted to remain in a vehicle unattended.
2. The doors shall be opened and closed by the operator of the vehicle.
3. Children will be loaded and unloaded on the curb side.
4. Our Center’s guidelines that prohibit smoking around the children are also practiced
on field trips.
Infant/Toddler and Preschool: We may do occasional “mini” walking field trips during
which we will stay in the immediate area of the school.
23. Guidance policy
The CSC promotes the use of positive guidance with the children. While we set clear,
limits, we teach children to develop problem-solving skills and help them to begin to
master age-appropriate and individually appropriate self-control. Children are
redirected, using language that emphasizes what they can do instead of what they can’t
do. Our teachers are trained in specific guidance practices such as the use of a logical
consequence and the avoidance of “over-talking” with young children.
As developmentally appropriate, children are responsible for their behavior. For
example, if a child is throwing rice from the discovery table, the child is directed to
gather the rice to be returned to the discovery table. If a child injures another (child or
adult), the child is encouraged to “tend” to the injured person. The child can help with
first aid (sometimes a wet paper towel is the perfect remedy!), show remorse (give a
pat, hug, words), or merely sit quietly with the person who is hurt.
Our goal is to help children learn to function in society. We value communication with
parents and will keep you informed of any concerns we have. Please feel free to discuss
any issues you may have with your lead teacher.
Under no circumstances does our staff use harsh punitive measures which would
include corporal punishment, removal of food as a means of discipline, humiliation or
yelling at children.
24. Respect for diversity
We strive to set up our programs in a way that teaches children to be respectful of each
other and to value diversity. The book Anti-Bias Education for Young Children and
Ourselves (Derman-Sparks, L. & Edwards, J. 2010). Washington, D.C.: NAEYC) has been
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critical in the development of our ideas of how to encourage young children in these
values. We work proactively with children to encourage them to be comfortable about
their own families and cultures and to learn to relate to those who may be different
than they are.
For example, similarities and differences are discussed and integrated through activities.
The Center provides multi-cultural dolls, books and art materials. We don’t build
themes or activities around specific holidays. If a family would like to send a treat or
celebrate their child’s birthday at school, please talk to your lead teacher in advance to
determine what would be appropriate.
25. Children with special needs
The CSC programs make reasonable adaptations so children with disabilities can fully
participate in the indoor and outdoor curriculum and activities. Families are to complete
a Children with Special Needs and Special Diets form describing limitations or special
needs a child may have. If your child has an IEP (Individual Education Plan) or IFSP
(Individual Family Service Plan), please provide a copy to be kept on file at the center to
enable the staff to work with you on your child's special needs goals. Also, please
request CSC representation at case conferences in order for us to assist in meeting your
child’s needs in school.
26. Communication
The key to successful relationships is communication. Communication is part of our
everyday routine at the Child Study Center. We know there are multiple ways to
communicate in this social-networking age. At our initial meeting, we will discuss the
most efficient way to communicate with you.
 Initial visits by the parent and child are welcome before you make the decision to
enroll your child in the program.
 Parent meetings are held and/or child play dates are offered to answer questions,
give updated information, and transition children and new families to the program.
 Each school day children and families are greeted and given farewells individually.
During this time teachers and families may briefly discuss concerns, questions, and
daily routines.
 Parent Information Bulletin Boards are located in each classroom. Families use
these boards and/or clipboards provided to sign children in and out each day as well
as sign up for events. Teachers will post notices to inform parents. Please check this
board each day your child attends.
 Written communication may include posted schedules, calendars, and menus.
Individualized daily reports from the infant/toddler lab and periodically from the
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preschool lab, Incident Log forms for illness, unusual behaviors, or injuries, and CSC
newsletters are distributed.
 Weekly electronic emails from your child’s teacher will contain highlights of recent
events, reminders of special upcoming activities and curriculum, topics of current
concern, etc.
 Parent-teacher conferences occur at least twice a year. Family members will be
provided information in writing about their child’s development and learning. This
gives the families and teachers a chance to discuss the children's progress, any
concerns, and goals for the remainder of the year. Additional conferences may be
scheduled as initiated by the teacher or requested by the parent.
 Open communication is nurtured between the families and staff concerning
children’s health, any unusual incidents that occur at school, , medications, absences
and school closings.
27. Parent bulletin boards
A parent bulletin board is located in each classroom. It is a place to keep all families
informed and up to date about the Center's activities. The bulletin boards contain
calendars of events, sign-up sheets, and current local activities of interest. The family
corner at the preschool lab provides pamphlets on several topics that are available to
families all year round. In addition to the family corner, the staff offices provide a
wealth of information and resources, please feel free to ask!
28. Incident Reports
If your child is hurt at school or displays unusual behaviors, we will let you know. If
there is an emergency or your child appears to be ill, we will make every effort to
contact you immediately. In other cases, we will provide a written incident report that
indicates what happened and how we handled the situation.
29. Illness policy
You are asked to use your best judgment when sending your child to school. We would
ask you to keep children home for the following:
a) Any illness that prevents the child from participating comfortably in facility activities.
b) The child has any of the following conditions:
1) Temperature: Oral temperature 101 degrees or greater; auxiliary (armpit)
temperature 100 degrees or greater; accompanied by behavior changes or other
signs or symptoms of illness-until medical evaluation indicates inclusion in the
facility. A child should be fever-free, without medication, for 24 hours prior to
returning to school.
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2) Symptoms and signs of possible severe illness (such as unusual lethargy,
uncontrolled coughing, irritability, persistent crying, difficult breathing,
wheezing, or other unusual signs)-until medical evaluation allows inclusion.
3) Uncontrolled diarrhea, that is increased number of stools, increased stool water,
and /or decreased form that is not contained by the diaper-until diarrhea stops.
4) Vomiting
5) Infectious conditions like strep, head lice, rash with fever, chicken pox, “pinkeye”. Most pediatricians do not recommend that children stay home with a
runny nose or “cold” if the child is feeling all right. These conditions are most
infectious prior to symptoms.
6) Please check with your health care provider if you have questions about your
child’s illness.
For additional information concerning communicable diseases, the Centers for Disease
Control and Prevention website has a wealth of information, http://www.cdc.gov. Also,
current issues include the flu viruses, especially H1N1. Please go to
http://www.cdc.gov/h1n1flu for additional information and prevention measures. Also,
the Delaware County Board of Health may be contacted for additional information at
765-747-7721.
The CSC requires hand-washing upon entry into a classroom, before and after snacks,
and when soiled. Toys are cleaned and disinfected weekly, except toys that have come
in contact with the child’s mouth which are removed from the environment and
sanitized. Adults and children are encouraged to sneeze into their elbow or shoulders
to further prevent the spread of germs.
Adult caregivers are to practice the same guidelines for exclusion and hygiene as are
practiced for children.
30. Administration of medications
State regulations prevent the Child Study Center staff from dispensing any medication
unless it is in its original container. "The giving or application of medication, providing
dietary supplements, making special variations of diet, and carrying out medical
procedures, shall be done only on written order or prescription from a physician to the
parents or the Center with the knowledge of the parents." If a child needs to receive
medication while at the Center, families must also complete a medication form
available from your lead teacher prior to the teacher administering medication.
The CSC has a written agreement with a licensed family practitioner, which includes
pediatric health care training. This physician regularly observes the center and reviews
the program policies. Staff consults with the physician as needed regarding health and
safety issues.
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31. Child absences
If your child will be absent from school for any reason, please contact the lab as soon as
possible;
Infant/Toddler: 285-5543
Preschool: 285-1993
This notice assists the staff in planning and preparation. As long as your child is enrolled
in the program, the full enrollment fee is required in order to reserve a space for your
child. If your child is absent, you are still responsible for the session's fees.
32. Closure policy
There may be times when the Center’s childcare and lab sessions are closed due to
weather conditions or utility concerns. The labs (including extended care) are closed
when Ball State University is closed for classes. During inclement weather, the BSU
Home web page also posts school closing at www.bsu.edu. Also, local radio stations
broadcast the University closing. WLBC (FM) 104.1 is a Muncie station that carries B.S.U.
closing. If there is a concern with the facility, the staff will inform families the Lab is
closed.
33. Statement of Confidentiality
How is my family’s confidentiality respected at the CSC? The respect and privacy of each
family is valued by the CSC staff. Each employee and student signs a Confidentiality and
Policies Agreement stating that all information, both personal and sensitive, will be kept
confidential unless (?) pertinent information will be reported to the proper authorities.
In addition, each parent is asked to sign a Release of Information and Access to My
Child’s File form which gives staff and lab student’s access to the materials in your
child’s file.
We ask that parents assist us in respecting the privacy of other families. Conversations
about other children and families are inappropriate when they invasive and judgmental.
Parents are encouraged to limit discussion to their own children and refrain from
speculating, especially to the teacher or students, about other children and their
families.
All staff and students receive training in Prevention of Child Abuse and are actively
encouraged to report in their efforts to serve and protect children.
34. Statement of Civility
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The Ball State University Child Study Center values integrity, social justice, and social
responsibility as members of the CSC community as we study, model, and practice
civility and professionalism. The CSC uses the Code of Ethical Conduct and Statement of
Commitment, a position statement of the National Association for the Education of
Young Children, as a guide toward professionalism. The CSC will promote a learning
climate that values civility, diversity, multicultural awareness, appreciation of learning,
and civil constructivism exchanged between children, students, teachers, staff, and
families in order to promote and enrich relationships. In cases where the CSC
community is in conflict with one another, we shall work openly, sharing our
observations of the members involved, to help all parties involved make informed
decisions.
35. Parent involvement
Families are always encouraged to participate in the Center's activities. Families may
visit any area of the facility at any time during the program’s regular hours. Your
interest communicates to your child that you support the Center. It also provides an
opportunity for you and your child to discuss the activities at their school. Adults are
welcomed and encouraged to participate in outings for the children. Field trips also
provide opportunities for participation. Sign-up sheets for pet care during breaks can be
found on family bulletin boards. Special events need you in order to be a success. More
information on times and dates for these activities is provided in your newsletters
and/or via email correspondences. If you or someone else in your family would like to
share something with the children such as cultural activities, traditional celebrations, a
special talent, or a physical challenge, please make this known to the teacher. Overall,
communication is very helpful to the teachers and staff.
If your child is experiencing any difficulties or traumatic events at home (separation, pet
death, etc.), it is helpful to discreetly inform your child's teacher. The teacher is then
better prepared to help your child cope with any issues.
The CSC Parent Group invites families to become involved. Activities, dates and times or
individual projects will be announced by the group. Thank you, parents and family
members, for your support and encouragement throughout the years. Please
remember, communication is the key to success.
Child Study Center family handbook draft –August 11, 2011
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