Young Children’s Program
STUDENT
HANDBOOK
College of Education
James Madison University
www.jmu.edu/coe/ycp
Licensed by the Virginia
Department of Social Services
Table of Contents
WELCOME TO THE YOUNG CHILDREN’S PROGRAM! .................................................................................. 1
PROGRAM DESCRIPTION......................................................................................................................................... 2
PROGRAM GOALS........................................................................................................................................................ 2
CURRICULUM ............................................................................................................................................................... 3
ASSESSMENT ................................................................................................................................................................ 4
Assessment of Program Effectiveness in Meeting Goals for Families .................................................... 5
EXPECTATIONS FOR ATTENDANCE AND PARTICIPATION ...................................................................... 6
GENERAL CLASSROOM GUIDELINES .................................................................................................................. 8
WHAT AM I SUPPOSED TO DO? ......................................................................................................................... 10
ART ACTIVITIES .................................................................................................................................................. 10
DRAMATIC PLAY ................................................................................................................................................. 11
BLOCKS (Unit and Large Hollow) ................................................................................................................. 12
WOODWORKING ................................................................................................................................................. 13
SENSORY PLAY ..................................................................................................................................................... 14
LOFT ROOM ........................................................................................................................................................... 14
SNACK ...................................................................................................................................................................... 15
GROUP TIME / WHOLE GROUP ACTIVITES .............................................................................................. 16
COURTYARD AND PLAYGROUND ................................................................................................................. 16
FIELD TRIPS .......................................................................................................................................................... 17
TEACHING TO ENHANCE DEVELOPMENT AND LEARNING ................................................................... 18
BASIC GUIDELINES FOR TALKING WITH CHILDREN................................................................................ 22
APPENDIX 1 – Emergency Procedures ................................................ Error! Bookmark not defined.
EMERGENCY PROCEDURES ................................................................................................................................. 24
EMERGENCY PHONE NUMBERS ................................................................................................................... 25
Evacuation Maps.................................................................................................................................................. 26
PROCEDURES FOR SPECIFIC EMERGENCIES ............................................................................................... 27
CHILD ABUSE OR NEGLECT ............................................................................................................................ 27
DENTAL EMERGENCY – Child or Adult ...................................................................................................... 27
FIELD TRIP EMERGENCY ................................................................................................................................. 27
FIRE, BOMB THREAT, CHEMICAL SPILL .................................................................................................... 29
INTRUDER, VIOLENCE, OR THREAT OF VIOLENCE IN YCP FACILITIES ....................................... 30
INTRUDER, VIOLENCE, OR THREAT OF VIOLENCE IN ANTHONY-SEEGER HALL.................... 31
MEDICAL EMERGENCY – Child or Adult .................................................................................................... 32
MISSING CHILD .................................................................................................................................................... 33
NATURAL EMERGENCY .................................................................................................................................... 33
APPENDIX 2: Field Trip Policies And Procedures ...................................................................................... 36
APPENDIX 3: Manuscript Alphabet Guides................................................................................................... 37
APPENDIX 4: Classroom Inspection & Sanitation Checklists................................................................. 40
WELCOME TO THE YOUNG CHILDREN’S PROGRAM!
The Young Children’s Program is a preschool for three and four-year old children. The three
year-old class meets 8:45-11:15 AM and the four year-old class meets 12:15-2:45 PM, Monday through
Friday. Many of the children attend the YCP for two years, beginning at age three and leaving when
ready to enter kindergarten. The teachers also follow this progression, working with the same core
group of children for a two-year period.
The YCP is an environment specifically designed for young children. Opportunities for social
interaction, independence and choice, physical activity, self-expression, language enrichment, and
appropriate learning experiences are primary considerations as the teachers arrange the classroom
and plan daily activities. The atmosphere is one of warmth and respect for all children.
As a student, you are a vital and dynamic contributor to the Young Children’s Program. Your
placement provides the setting needed for your course assignments, as well as the opportunity to learn
as you work with the children and a master teacher. Because the current YCP facility includes the use
of two classrooms, students have important responsibilities for supervision and appropriate
interaction with the children. It is critical that you keep your dual role of observer/practicum student
clearly in mind throughout the term and assume the professional obligations associated with these
multiple responsibilities. It is expected that you will consistently demonstrate commitment to
professional growth, as well as to the Young Children’s Program, its children, and their families.
The opportunity to regularly observe children will help you relate developmental theory to
classroom practice, understand the perspective of the young child, become familiar with methods and
materials used in an early childhood learning environment, and sense the complexity and satisfaction
of being a teacher of young children.
WE WELCOME YOU!
STAFF CONTACT INFORMATION
Staff Member
Position
Email Address
Phone
Office
Reece Wilson
Coordinator
wilsondr@jmu.edu
568-4525
Memorial 3130D
Nancy Guerrier
Teacher
guerrinl@jmu.edu
568-6089
Anthony-Seeger 10
Donna Faulconer
Teacher
faulcodn@jmu.edu
568-6089
Anthony-Seeger 10
Kelly Rooney
Teacher
rooneykl@jmu.edu
568-6089
Anthony-Seeger 10
Debbie Wright
Secretary
wrightdc@jmu.edu
568-6292
Memorial 3100-A
568-6089
Anthony-Seeger 10 & 11
YCP Classrooms
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PROGRAM DESCRIPTION
The Young Children’s Program is an early learning program operated by the James Madison
University College of Education. Its curriculum, environment, and organization are based on
professional standards and established knowledge of how young children learn and develop. The
program operates daily with a morning session for three-year-olds and an afternoon session for
four-year-olds. Each class is led by master teachers.
The Young Children’s Program recognizes that children’s development is best facilitated through
cooperative efforts of families and school. Family members are welcome contributors to the ongoing
curriculum and are encouraged to be involved in ways that support their children’s adjustment and growth.
Avenues for communication are varied and personal in order to meet the needs of all families.
In addition to providing a quality educational experience for children and their families, the Young
Children’s Program serves as a laboratory site for JMU teacher education students. They provide assistance
to the teachers and individual attention in ways that are positive and supportive to children. The YCP also
serves as a setting for professional observation and research within the University community.
The YCP is accredited by the National Association for the Education of Young Children and licensed
as a child care facility by the Virginia Department of Social Services.
PROGRAM GOALS
The Young Children’s Program provides an environment designed to help each child:

Grow in independence and self-sufficiency

Develop enthusiasm and skills for learning

Grow in the ability to interact positively with others

Increase personal awareness and self-discipline

Grow in the ability to use language effectively

Value individual creativity and self-expression

Construct knowledge through experience and inquiry

Develop and refine motor skills

Make choices that support personal wellness
The Young Children’s Program provides an environment designed to help families:

Participate meaningfully in their children’s educational experience

Grow in their understanding of child development and appropriate early education

Develop a support network with other families in the program

Become more familiar with family support resources within the community
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CURRICULUM
The curriculum of the Young Children’s Program is dynamic, evolving, and personal. It is
grounded in our mission to support the growth of children in all areas of development -- physical,
social, emotional, cognitive, and linguistic. Professional training, skillful observation, and personal,
caring relationships with each child and family enable teachers to make curricular decisions that
facilitate optimal growth and learning.
Program goals represent the areas of development and provide the framework of the
curriculum. They are aligned with the Milestones of Child Development (VA Early Childhood
Development Alignment Project, 2007) which define specific knowledge, skills, and attitudes
appropriate for children ages 3 to 5 years of age in each developmental domain. All choices that
relate to short-term and long-term planning reflect these goals, as well as the understanding that
children construct knowledge through interaction with materials, people, and the environment.
Therefore, play, investigation, communication, and reflection are daily experiences for children.
The foundation of the curriculum is frequent, first-hand experiences within the classroom and the
community. These experiences may take the form of special classroom activities or events, ongoing
projects, field trips, walks to campus or community sites, or visitors to the school. Teachers then
build on these concrete experiences by providing activities and materials which encourage growth
and learning in the goal areas. These opportunities for creative expression, symbolic
representation, individual research, social interaction, dramatic play, and the use of language and
literature encourage meaningful learning because they are extensions of children’s personal
experiences and are presented in a manner that is sensitive to each child’s level of understanding.
Appropriate content knowledge identified in national and state standards in the areas of literacy,
mathematics, science, and social studies is integrated into extension experiences.
The physical environment of the Young Children’s Program is a critical component of the
curriculum. The classrooms and outdoor learning spaces are designed to include a rich variety of
materials that encourage meaningful exploration and play and, therefore, support learning and
development in all program goal areas. The learning environment is constantly evolving. Teachers
introduce new materials, develop unique interest areas, and display equipment in different ways to
challenge children’s thought and motivate involvement. The organization and presentation of
classroom materials contributes significantly to the overall curriculum; intentional decisions are
made that support children’s cognitive development, as well as conceptual knowledge in the
content areas.
The daily schedule supports the program goals by providing routines that contribute to
children’s feelings of security and purpose. Flexibility within the schedule supports growth in all
goal areas and enables teachers to respond to the needs and involvement of the children at any time
during the day. The majority of each session is dedicated to exploration and purposeful play.
During this active time, children choose where they want to play and when they are ready to move
to a new activity. Teachers encourage involvement in chosen activities for an amount of time
appropriate for each child’s developmental level, but do not impose a scheduled rotation of
activities. When possible, special activities or materials are available for consecutive days in order
to encourage children’s involvement and in-depth investigation. The role of the teacher and
support staff during this period is also active, moving among individuals or groups of children to
provide supervision, observe children’s use of materials, or interact in ways that support the
construction of knowledge, personal independence, and social growth. Classroom routines for
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opening and concluding the session, preparing and eating snack, and the rotation of classroom
responsibilities incorporate the use of written and oral language, numeracy, science, and social
studies in concrete and meaningful ways.
The success of a dynamic, child-centered curriculum is dependent on the teachers’
understanding of child development and their knowledge of individual children. YCP teachers know
how young children learn and incorporate this understanding as they plan activities and provide
materials that will be motivating and intellectually engaging. Every aspect of the curriculum, the
classroom, and the daily routine reflects extensive knowledge of child development in all areas -physical, social, emotional, cognitive, and linguistic. In addition to facilitating meaningful planning,
this knowledge provides teachers with a basis for assessing the development of individual children.
The assessment informs and enables the planning of experiences that will support optimal learning
and growth of each child.
The final and most critical component of the Young Children’s Program curriculum is the
demonstration of sincere respect for every child. It is each teacher’s responsibility to know the children
personally -- their special interests, fears or needs for dependence, out-of-school routines and activities, and
family dynamics. This is accomplished through consistent and meaningful interaction with each child,
careful observation and assessment within the school environment, and the development of a cooperative
and communicative relationship with all families.
ASSESSMENT
Assessment of children’s growth and learning is an integral part of the curriculum. The
information learned through purposeful assessment enables teachers to plan experiences for
children that are personally meaningful, appropriately challenging, and consistent with their level
of understanding. For this reason, the YCP assessment program is specifically designed to facilitate
the collection of data on each child’s growth in the developmental areas identified in the program
goals. This is done through documentation of the observable knowledge, skills, and attitudes
identified in the Milestones of Child Development (VA Early Childhood Development Alignment
Project, 2007). Records are kept in individual assessment booklets and supported with samples of
children’s work. Involvement of family members is a critical component of the assessment program
because of the knowledge they can contribute toward a complete understanding of each child’s
abilities, interests, and needs.
The assessment process begins before the opening of school each fall as parents are given
the opportunity to write an introduction to their child. The introduction form is a part of the
registration packet mailed to each family during the summer and serves as a focus for the preschool
conference of the teacher and parents. At that time, program goals are reviewed and family
members are urged to be involved in supporting and documenting their child’s growth. Early in the
school year, parents are also encouraged to collaborate with the teacher in determining individual
goals for their child. These are recorded in the child’s assessment booklet. Progress toward the
goals is discussed during formal conferences and appropriate revisions are made as necessary.
Information about each child’s involvement in school activities is provided to families
weekly and becomes part of the developmental portfolio. A written summary of growth and
progress in all goal areas is maintained in the assessment booklets. These are discussed at least
twice during the school year during formal conferences or more often if requested by a parent or
teacher.
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Because the YCP program goals for each child represent assessment in all developmental
domains, the data collection process constitutes an effective screening instrument. However, a
separate developmental checklist is completed within each child’s first three months of school
attendance. If significant delays or areas of concern are recognized at this point or at any time
during the child’s enrollment, they are summarized and shared with the parents. Appropriate
resource professionals are consulted if necessary and an intervention plan is developed in
consultation with the family. If efforts to facilitate progress are unsuccessful, appropriate referrals
may be made.
As much as possible, assessment of children in the YCP is conducted informally and as a part
of their daily school activities. This is done through careful observation, collection of work samples,
and the use of checklists and anecdotal notes. When assessment of specific, unobserved skills is
necessary, it is conducted in an atmosphere that is supportive and enjoyable for the child.
All written information collected on individual children in the YCP is confidential and is kept
in a secure location. Access is limited to the child’s family, the teaching and administrative staff, and
officials of regulatory agencies.
In addition to facilitating individual growth and learning, the information compiled through
consistent observation within the classroom is used to make decisions that result in the
improvement of overall curriculum, teaching strategies, and classroom environment.
Assessment of Program Effectiveness in Meeting Goals for Families
ways:
The effectiveness of the YCP in meeting its goals for families is assessed in the following

An annual survey is conducted in the spring. This survey includes objective
statements for response, as well as the opportunity for written feedback.

Twice during the year contact is made with families for the specific purpose of soliciting
feedback and ideas for program improvement.

Because there is a family representative from each class on the YCP Advisory Council, it is a
forum for input and suggestions for program direction and improvement.
VA Early Childhood Development Alignment Project. (2007). Milestones of child development. Richmond,
VA: VA Dept. of Social Services.
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EXPECTATIONS FOR ATTENDANCE AND PARTICIPATION
1.
You are responsible for the information included in this handbook. Read it thoroughly before
your first day of practicum and use it as a reference throughout the semester.
2.
You are expected to attend every day you are scheduled to be at school, be punctual, and
participate for the entire period.
3.
DRESS PROFESSIONALLY! As a student in the YCP, you are expected to follow guidelines for
appropriate dress. Failure to do so will result in a request for you to leave the classroom and
will be considered an unexcused absence from practicum. Take cues from the teachers. Your
dress does not have to be elaborate, but must be neat and professional. Aprons are available
in the kitchen if you need to protect your clothing during messy activities. Be sure you are
dressed to be actively involved with young learners and will be able to reach and bend
without exposing undergarments, cleavage, or midriff.
The following guidelines must be followed:

NO short skirts

NO low necklines

NO tight slacks

NO spaghetti straps

NO exposed midriffs

NO tee shirts with logos

NO sweatshirts

NO short shorts
The classes go outside unless it is raining hard or extremely cold. Be sure you are dressed to be
comfortable both indoors and outdoors.
4.
Park in student lots only. The spaced immediately around Anthony Seeger are for
faculty/staff and the YCP reserved spaces are for YCP parents only. If you park in either
location, you WILL get a ticket.
5.
Enter Anthony-Seeger Hall at the door nearest the playground (south side). Go to the student
staff check-in area (the office/storage room) immediately. Sign the appropriate sheet, put on
your name tag, and determine your area of responsibility for the day by selecting one of the
clipboards in the clear file box. You are expected to be in the classroom and ready to
participate at your assigned time. Failure to be punctual or stay for the full session will result
in the drop of one letter off your final grade.
6.
Wash your hands or use hand sanitizer as soon as you enter the classroom each day.
7.
Wear your name tag at all times while working at the YCP.
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8.
Use Ms., Mr., or Mrs. when you address adults in front of the children.
9.
Respect the confidentiality of information regarding children and their families during this
and subsequent semesters. DO NOT discuss children in front of classmates, family members,
other adults, or anyone who is not professionally associated with the Young Children’s
Program. Conversations outside of school should be in professional settings only and MUST
be private. If parents ask you for information about their child or another student, refer them
to the teacher.
10.
Children’s real names should NEVER be recorded in your data collection. A child’s name must
be covered when scanning work samples (drawings, writing, etc.) to include in assignments.
11.
Ask the teacher’s permission before taking photographs or videotaping children.
12.
Cell phones should not be used while you are working at the YCP. If you must take one into
the building, be sure the ringer is turned off and kept with your personal belongings.
13.
Do not eat or chew gum while working at the YCP. Water bottles and coffee cups should be
left with your personal belongings in the office.
14.
Occasionally it is necessary for students to drive personal vehicles on field trips. You will
never be asked to transport children, only other students. It is required that all persons
traveling with the group wear seat belts.
15.
If you must be absent from the YCP due to personal illness or emergency, notify your YCP
teacher AND Dr. Wilson before school begins. Call the YCP (568-6089) and leave a message
on the answering machine if a teacher is not present. E-mail Mrs. Guerrier, Mrs. Rooney and
Dr. Wilson. Failure to follow this procedure will result in the drop of one letter off your final
grade.
16.
On or before the day immediately following your absence, discuss a make-up time with your
teacher. Notify your supervisor of this date via email. Your final grade will be dropped one
letter for each unexcused absence or absence not made up.
17.
In the event of hazardous weather, the YCP follows cancellation decisions made by the
Harrisonburg City Public Schools. Except under special circumstances, YCP closings are not
announced specifically. HCPS cancellation announcements are available from the following
sources: WHSV-TV website (www.whsv.com), WSVA radio (550 AM), and WHSV-TV (cable
channel 11). When possible, announcements are also posted on the YCP website
(www.jmu.edu/coe/ycp).
In the event of early closures or delays in the Harrisonburg City Public School schedule, the
following guidelines are followed:

If HCPS runs on a one-hour delay, the YCP opens 9:45-11:15. If it opens later in the
morning (2 hours delay), the morning class is cancelled, but the afternoon class meets
according to the normal schedule.

If HCPS closes during the school day, the YCP will not run the afternoon session.
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18.
You are not expected to attend school during official JMU closings.
19.
Ask for suggestions and feedback throughout the semester. View input from your teacher or
supervisor as an opportunity to learn and grow as an early educator.
20.
YCP parents are always eager to know of students who are interested in babysitting. A list
will be compiled early in the semester and shared with YCP families only. This is unrelated to
your course requirements and you are under no obligation to participate. If you choose to
babysit for families of children in your practicum class, remember that you are a member of
the YCP professional staff and, therefore, discussion of other children in the program is not
appropriate.
21.
Visitors to the YCP must contact a teacher or the coordinator in advance. Once you have
completed your participation this semester, visits to the YCP must be prearranged.
GENERAL CLASSROOM GUIDELINES
1.
Children must always be within “sight and sound” of a supervising adult. You must constantly
be aware of the location of children, including those who are moving from one room to
another or seeking privacy, and move accordingly in order to maintain a safe and responsive
learning environment.
2.
One of the most reliable ways of controlling the spread of germs is proper and consistent hand
washing. This is expected of the children and must be modeled by all adults working in the
YCP classroom. Children and adults must wash their hands or use hand sanitizer at the
following times:

Upon arrival at school

After using the toilet

After touching body fluids

Before AND after preparing, serving, or eating food

After playing in water shared by two or more people

After handling animals or materials that may be contaminated by animals

After playing outdoors
Proper hand washing includes using liquid soap and running water, rubbing hands vigorously for at
least 10 seconds, including the back of the hands, wrists, and between fingers. Following hand
washing, a paper towel should be used to avoid contact with the spigot when turning off the water.
A bottle of hand sanitizer is available above the snack table. Children use this only with adult
assistance.
3.
When speaking to individuals or a small group of children, position yourself on their eye level
so that a loud voice is unnecessary and eye contact is natural. Even when speaking to the
entire class, a soft voice is more effective. It is never appropriate for you to raise your voice to
speak to children across the classroom; walk to them and kneel down to ensure eye contact
before you begin talking.
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4.
Convey an attitude of warmth and acceptance. Children (AND adults) respond most favorably
to someone they know cares for them. Smile a lot! Let everyone know you are happy to be at
school and value them as individuals.
5.
Be sensitive to cues from the children that your involvement is needed. Be responsive when
they ask for assistance. However, your role is not to be their playmate or do things for
children that they can do themselves. Talk with the teacher if you are uncertain about how
much help to provide in specific situations.
6.
Insist that rules are followed. Be firm and positive in your interactions. Do not end ANY
directions with “OK?”. Remember, you are a teacher, not a “buddy.” Talk with the teacher
about your role in situations of inappropriate behavior and keep the teacher informed of any
problems you observe or help resolve. Never interfere with the teacher’s directions to the
group or a specific child.
7.
Avoid saying “Good job!” as a habitual response to children. Personalize
your response by commenting specifically on what a child is saying or doing
(“You are using lots of blue in your picture.” “You found your name on the
snack list by yourself.”)
8.
Be alert to ways you can be helpful to the teacher. Convey your willingness
to assist in any way.
9.
Always use proper manuscript print when writing on materials that will be used or seen by
the children. Refer to Appendix 3 of this handbook.
10.
In most cases, the children are encouraged to put away materials as they finish using them.
Usually a reminder or an offer of assistance is all that is necessary. Do not take over clean-up
for children, but realize that often they do need help. Refer to classroom labels to be sure
materials are returned to the proper location.
11.
There are three major areas of responsibility for the classroom environment that are shared
by practicum students--Art Area and Water Room, Health and Safety, and Snack and Kitchen.
There are checklists for each area on clipboards at the student check-in area. You are
responsible for completing ALL items on your daily checklist. Some jobs must be done before
the children arrive and some after the session is over. Checklist obligations should never take
you away from your primary responsibility to assist the teacher and children.
12.
Refrain from chatting with other students or congregating in clusters of adults.
13.
Avoid standing as much as possible. If you are working on a written assignment, sit on a low
chair or on the floor at a place that does not disrupt normal traffic flow or interfere with the
children’s activities. DO NOT sit on tables, the large blocks, the slide, or other indoor or
outdoor equipment.
14.
When you are involved in a written assignment and prefer to not be disturbed, cover your
name card with a red ribbon. These are kept on the bulletin board at the student check-in
area. Before you begin, note how many students are already writing. It is important for there
9
to always be at least one student per classroom who is free to assist the teacher. Generally, it
is advisable to begin your writing assignments as early in the session as possible.
15.
If you want to discuss your observations or ask questions of the teacher, do so after the
children leave. This will ensure appropriate privacy and allow the teacher time to give you a
thoughtful response. Email communication is also welcome.
16.
If you observe an incident in which a child is hurt or hurts others (verbally or physically) or
you overhear a child share information that makes you uncomfortable, inform the teacher as
soon as possible. If you cannot talk with the teacher before leaving, write a note and leave it
in a private location for her.
17.
If the telephone rings, answer, “Young Children’s Program…May I help you?” Unless it is an
emergency, take a message for the teacher and tell the caller she will respond at the end of the
session.
18.
Visitors who enter the facility should be referred to the teacher immediately.
19.
If a child is hurt seriously and emergency contacts cannot be reached, the teacher is required
to accompany the child to the emergency room. If this happens, the remaining staff should
notify the Early Childhood Education Office (568-6292 or 568-6255) and assume
responsibility for the other children until an authorized adult arrives (refer to Appendix 1:
Emergency Procedures in this handbook).
20.
The YCP teachers expect that you will have questions and are strongly committed to
supporting your growth as an early educator. Feel free to share openly with them
and ask about situations you do not understand. If you have concerns, your initial
step as a professional should be to discuss them with your teacher.
WHAT AM I SUPPOSED TO DO?
Specific Expectations for Involvement in Classroom Activities
ART ACTIVITIES
In all types of creative activities for young children, the process, not the product, is of primary
importance. For this reason, we insist that you NEVER make models for
the children to copy or draw pictures for them. When squeezing play
dough, when sitting near a child using markers, or when observing
children gluing collage materials, you may be tempted to show a child how
to make the materials “look like something.” Children have the right to
use the materials in their own way and will make that representational
discovery in their own time.
1.
When an activity is potentially messy, encourage the children to wear aprons. If a child resists,
don’t insist. IF CHILDREN ARE WEARING LONG-SLEEVED SHIRTS, ROLL THEM UP TO THE
ELBOWS. The children should return the aprons to the hooks when finished. (Adult-size
aprons are available in the kitchen for your use.)
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2.
Children should always be seated when using scissors. Scissors should not be carried away
from the art area.
3.
A child using large amounts of glue may be reminded calmly, “It only takes a little bit to make it
hold.” This is an understanding that comes with experience, so be patient and don’t be overly
concerned about waste.
4.
Do not draw for children! If a child asks you to draw something, say, “If I draw the picture, it
will be mine. I’d love to see what you can draw” or “Drawings don’t always have to look like
something. I’d like to watch what you choose to do with the markers.”
5.
When children are painting at the easel, they are encouraged to work with only one color of
paint at a time. When finished, that cup should be returned to the tray and another color
chosen if desired. This allows the children a wider selection of colors and eliminates the
problem of brush handles interfering as children paint.
6.
As a child finishes painting, be sure his or her name is visible on the paper, then remove the
painting from the easel (this should always be done by an adult). It may be necessary to
remind the children to clean the area they were using “so it is ready for someone else to
paint.” Wet cloths for this purpose are on the side of each easel. When the area is clean and
dry, hang a new piece of paper on the easel. Extra paper is located in the lower drawers of the
storage unit in the hallway.
7.
Use the clothesline in front of the windows for hanging ONLY wet artwork that is not drippy.
Art that is likely to drip should be placed on the cabinet in the water room or in the hallway
beyond the glass partition (prop the door open so you are not locked out). Dry artwork can be
put into cubbies, unless otherwise directed by the teacher. BE SURE THE
CHILD’S NAME AND THE DATE ARE PRINTED NEATLY ON ALL
ARTWORK.
8.
Many children, particularly the older ones, will write their own names on
their art. If you write for a child, do it only after the child’s work is
completed. Added respect is communicated if you ask, “Where would you like me to write
your name?” Please ask if you are in doubt about the spelling of a child’s name. Print
appropriately (first letter capitalized, all others lower case) and neatly, using the manuscript
alphabet page in this handbook as your guide for correct letter formation. The children’s
names are posted throughout the classroom.
9.
Children are free to select the play dough and toys they want from the art shelves. They may
need to be reminded to put these materials away and return the dough to its airtight container
when they are finished.
10.
Different colors of play dough should not be mixed together unless otherwise directed by the
teacher.
DRAMATIC PLAY
Be involved in a child’s play if he or she seems to really need or want you, but
never lose sight of your supervisory role. Be sensitive to the child’s cues and
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allow him or her to direct the play. Do your best to draw another child into the play and minimize
(or eliminate) your role.
1.
Children may need assistance with dress-up clothes. The clothes should be returned to the
designated hooks as the children finish with them. Most of the clothes have loops sewn in the
neckline so children can do this easily.
2.
Note the storage labels on baskets and trays, as well as inside the wooden cabinets so you can
help children locate what they need and return it to the proper place. Dishes and food
containers should not be thrown randomly into the cabinets during clean-up.
3.
Gun and weapon play is strongly discouraged. If you feel uncomfortable intervening in this
kind of situation, or, if the children are unresponsive to your suggestions, let the teacher know
immediately what is happening.
4.
Avoid becoming involved in a captive role that allows children to take advantage of you (i.e.,
putting you in prison, tying your hands together, covering your eyes in any way). The focus of
children’s play in a school setting should not be on domination of adults.
BLOCKS (Unit and Large Hollow)
The presence of an adult in or near the block area can encourage children to build. If you are with
children who are building, be an interested listener and ask questions if it seems appropriate, but
do not attempt to direct the play. Suggestions should be open-ended and respectful of the child as
decision-maker. For example, you might say, “Will there be a place for the cows to sleep in your
barn?” instead of, “Why don’t you build a stall for the cows to sleep in?”
1.
Blocks should never be thrown, intentionally dropped, or pushed over.
2.
Children should not walk on the unit blocks when wearing dress-up shoes.
3.
As children begin to build, suggest that they work at least 18-24” away from the shelves (leave
a “walking space”). Explain that if they are too close, someone may accidentally bump their
building while getting blocks.
4.
Encourage the children to take from the shelves the blocks they need “for right now,” rather
than dumping large piles into the area.
5.
If a block structure becomes the child’s height, an adult should stay in close proximity. Watch
closely for structural flaws that could cause the blocks to fall unexpectedly. Buildings should
be no higher than the child’s head.
6.
When taking down buildings, blocks should be removed one at a time. Buildings should never
be pushed over. If you anticipate this is about to happen, remind the children of the way it
should be done and explain that crashing buildings is not safe because it can cause people to
get hurt and it can damage the blocks.
12
7.
If necessary, assist children in returning the blocks to their proper place. You may need to
help the younger children or new builders to attend to the shape outlines on the cabinets or
the floor. Make a game of “figuring out where they go” and working together, perhaps forming
a “production line” with a group of children. Try handing blocks to a reluctant child to put on
the shelf, working with one shape at a time.
WOODWORKING
1.
Check with the teacher about the number of children who can work in the area safely. Help
children space themselves so they are a safe distance apart.
2.
When the workbenches are in use, an adult should ALWAYS be nearby and supervising the
children’s work carefully.
3.
Tools and goggles are not to be used as play props or taken to other areas of the classroom
without the approval of the teacher.
4.
Tools must be used properly and only for their intended purpose.

Before using any of the tools in this area, help the child put on and adjust the safety
goggles. Wearing goggles is strongly encouraged.

Before using a saw, wood must be secured with a C-clamp or vise. For younger
children, wood should be clamped before nailing. Most will need assistance with this.

When sawing, children should pull the saw back toward the body two or three times
to make a groove in the wood. The blade should be at a right angle to the wood. If
the saw blade bends or squeaks, it is being held improperly. Help children to
reposition themselves and/or the saw if this happens. You may need to saw with
them until they begin to feel the rhythm of sawing.

When using a hammer, children should hold the nail and tap gently until it is set
firmly. DO NOT hold a nail for a child. If you must, have the child place his or her
fingers around yours (or you’ll be sorry…).

To remove a nail, children should place the claw of the hammer (the back of the head)
around the nail and PUSH the handle away from their bodies.

Shorter children may need to stand on a large block when sawing or hammering.
13
5.
If you give help with sawing or hammering, leave a short length for the children to finish so
they will have a feeling of accomplishment with the activity.
6.
Be sensitive to children’s feelings about what they are doing. If the children are becoming
frustrated, a helpful question or suggestion may save the experience for them. Often
children’s ideas about what they want to build are beyond their skill level. They may need
help in rethinking what they want to do and feeling acceptance for the modification.
(Some portions of this section are adapted from “Woodworking for
Young Children,” a document written by Mrs. Mildred Dickerson.)
SENSORY PLAY
1.
If water or other wet material is in the table, be sure the children’s sleeves are rolled or
pushed up as far as possible and remind them to wear a plastic apron. If a child resists, let the
teacher know.
2.
Materials (water, sand, grain, etc.) are to be used so they stay inside the
tub. Assist children in cleaning up spills quickly using towels, a mop, or
broom and dust pan.
3.
Do not allow children to throw sand, water, or other materials from the
table. If a reminder or request is not heeded, notify the teacher.
4.
The children should wash their hands after playing in water.
5.
The children should not add extra water, soap, or materials or toys from other areas without
permission. When in doubt, stop the children and check with the teacher.
LOFT ROOM
Often students are needed to supervise children playing in the loft room while the teacher is in the
main classroom. When you are asked to do this, remember that you are responsible for ALL the
children playing there. Position yourself so you can maintain sight and sound supervision at all
times and take initiative to ensure that play remains purposeful and safe.
1.
The children must walk in the loft room.
2.
Remind the children to put toys and materials away as they finish using them and check the
floor for items that have been dropped. Assist them as needed in reading the storage labels
and figuring out where things belong. It is NEVER appropriate for children to throw things
onto a shelf randomly or walk away without cleaning up. Before leaving the room, you
14
should check all areas -- including the upper level of the loft -- to be sure materials are
put away properly.
Loft





Only one child should be on the loft stairs at a time.
Children should not climb or stand on any furniture in the loft.
When standing in the loft, both feet should always be flat on the floor.
Nothing should be thrown or dropped intentionally from the loft.
Four children are allowed in the loft if playing alone. More are permitted only if an adult is with
them.
Slide
 Experimentation is permitted with the slide. However, careful supervision is required to ensure
safety.
 Shoes must be worn on the slide.
 When taking large vehicles down the slide, the child must hold onto the
vehicle and slide down with it.
SNACK
If you are responsible for snack, ask the teacher at the beginning of class for specific instructions for
the day. Be sure to complete ALL steps on the checklist -- including washing dishes and putting away
those from the previous class.
1.
ADULTS AND CHILDREN MUST ALWAYS WASH THEIR HANDS OR USE HAND SANITIZER
BEFORE AND AFTER PREPARING FOOD AND/OR EATING.
2.
Involve as many children as possible. Ask for volunteers to prepare the snack and give
opportunities to take part in stirring, measuring, mixing, pouring, counting, etc. Four children
can sit at the table comfortably.
3.
Cups tip over easily; this is a common occurrence. Assist the child as needed and comment,
“Oh, accidents happen.” Encourage children to pour only half a cup of juice and keep the cup
toward the center of the table.
4.
Children are to help themselves to snack, but discourage a child from taking more than the
stated amount unless permission has been given by the teacher. If children want more than
one cup of juice, they may get water from the dispenser on the low cabinet beside the door.
15
5.
Snacks are for the children. Adults may eat special snacks, but only if the teacher invites them
to participate.
6.
When children finish eating, they are to throw away any trash, wipe their places at the table,
and wash their dishes in the kitchen sink. An adult must always be with a child when washing
dishes.
7.
Children with allergies or other dietary restrictions may sometimes require modified snacks.
Specific instructions for these children are posted in the kitchen and must be strictly followed.
8.
The snack area should be swept and the tables cleared and thoroughly cleaned after all
children have eaten. All dishes should be washed and rinsed in bleach solution and placed in
the rack to air dry.
GROUP TIME / WHOLE GROUP ACTIVITES
1.
At least one adult should be in the group meeting area as children begin to transition there.
Practice transition activities and/or read books to the children until the teacher assumes
responsibility.
2.
Sit directly behind the children and encourage them to listen and participate by modeling
attentive behavior and participating in songs and finger plays.
3.
Help to prevent problems by sitting with children who need support in this setting.
4.
When children are distracted or disruptive:

Stay next to them or offer your lap to sit in, even if you have to move away from one child to
supervise others.

Position yourself between children who are socializing and separate them if
necessary.

Help children participate in songs or finger plays, positioning their fingers, hands, etc.
to accompany the group.
COURTYARD AND PLAYGROUND
1.
Adults should not congregate while outdoors. Your role is to ensure the safety of the children
as they are involved in active play, so student staff should be stationed throughout the
playground and/or courtyard area in order to supervise appropriately.
2.
Having an adult within sight and sound of every child is as critical outdoors as it is indoors. If
a child leaves the area you are supervising, be sure to communicate with the person who
should take over supervision responsibilities. If both the courtyard and playground are being
used for outdoor play, report the number of children in your area to the teacher frequently.
3.
Don’t yell across the play area. Walk to a child and get his or her attention before giving
directions.
16
4.
Tricycles are used in the courtyard only and should never be ridden into equipment, walls, or
each other.
5.
Sand, gravel, and mulch should never be thrown and must be kept in the designated areas.
6.
Children should not play in the storage shed.
7.
Adults should sit on the porch swing only if children invite them and are NEVER to swing on
the small swings, use the slide, ride the tricycles, or climb on equipment.
8.
The swing area must be supervised closely. Redirect children who are running close to the
path of others who are swinging.
9.
Children should always be seated when using the swings. When pushing inexperienced
children on a swing, be cautious and insist they hold the chains with both hands at all times. It
may help to say to the child, “Tell me when you are ready for a push.”
10.
Digging must be done in the designated areas only.
11.
DIGGING TOOLS SHOULD NOT BE RAISED HIGHER THAN THE CHILD’S WAIST.
12.
Assist children in putting equipment in the storage shed at the end of the period.
13.
Adults should never swing children around in a circle by hanging onto their hands.
14.
Each day a staff member is assigned to rake the playground gravel to assure it is the required
depth (12” in lower area around slide, 6” in upper area). Pay particular attention to high
traffic locations such as the bottom of the slide and under swings, metal climber, and fire pole.
FIELD TRIPS
The teachers make every effort to schedule field trips and special visitors on different days of the week.
This enables as many students as possible to be involved without infringing on the time needed for
specific assignments. We will notify you of these events as far in advance as possible, but sometimes
plans must be flexible.
A field trip is a time when you should be particularly helpful to your teacher. She may give you a
specific responsibility for the entire session and it may be necessary for you to be present longer than
your assigned time if your schedule allows. Writing during a field trip is difficult. If you need
additional observation time, arrange this with your teacher.
1.
Before attending your first field trip, read the YCP Field Trip Policies and Procedures (Appendix
2). If you have any questions about this information, contact the teacher.
2.
BE ON TIME! Be sure you understand where you are to meet the class and if a particular type
of dress is necessary.
3.
If you are asked to drive on a field trip, be sure you understand where you are going, who is
going with you, and where you are to park.
17
4.
As children arrive at the trip site, assist the teacher as needed. This may involve supervising a
small group of children as they wait for others to arrive. This is a good time to use songs and
transitions you’ve learned in class, play simple guessing games, or initiate personal
conversations.
5.
If you assist with unloading children from a vehicle, position yourself so you can prevent
accidental running into the parking lot or traffic area. Children must always be near an adult.
6.
You will be assigned to assist a parent volunteer with a small group of children. The two of
you should assume responsibility for the safety and behavior of your group. Keep the children
together at all times.
7.
The teacher will have specific objectives for the trip and will share ways you can support the
learning opportunities it offers. Talk with your group about what you are experiencing, ask
questions to extend the children’s thinking, and help to position children in ways that enable
everyone to be involved as meaningfully as possible.
8.
If snack is served on a field trip, assist the teacher with distribution and clean up.
9.
You may take pictures as long as it does not interfere with your ability to supervise and
support your group of children.
10.
Avoid carrying children unless it is absolutely necessary.
11.
Follow the teacher’s lead at all times. The teaching staff is ultimately
responsible for the safety and behavior of all children participating in the
trip. You must assume this responsibility -- even if it means directing a
child whose parent is present.
12.
On walking trips the teacher will assign several children to you. You are to stay near these
children at all times. You must hold their hands when crossing streets. Position yourself so
you are on the side next to the street when walking on the sidewalk. DO NOT ALLOW
CHILDREN TO RUN AHEAD OF YOU.
TEACHING TO ENHANCE DEVELOPMENT AND LEARNING
From Section 2, Guidelines for Decisions About Developmentally Appropriate Practice
(Bredekamp & Copple, 1997)
Adults are responsible for ensuring children's healthy development and learning. From birth,
relationships with adults are critical determinants of children's healthy social and emotional
development and serve as well as mediators of language and intellectual development. At the same
time, children are active constructors of their own understanding, who benefit from initiating and
regulating their own learning activities and interacting with peers. Therefore, early childhood
teachers strive to achieve an optimal balance between children's self-initiated learning and adult
guidance or support.
Teachers accept responsibility for actively supporting children's development and provide
occasions for children to acquire important knowledge and skills. Teachers use their knowledge of
18
child development and learning to identify the range of activities, materials, and learning
experiences that are appropriate for a group or individual child. This knowledge is used in
conjunction with knowledge of the context and understanding about individual children's growth
patterns, strengths, needs, interests, and experiences to design the curriculum and learning
environment and guide teachers' interactions with children. The following guidelines describe
aspects of the teachers' role in making decisions about practice:
A.
Teachers respect, value, and accept children and treat them with dignity at all times.
B.
Teachers make it a priority to know each child well.
C.
1.
Teachers establish positive, personal relationships with children to foster the
child's development and keep informed about the child's needs and potentials.
Teachers listen to children and adapt their responses to children's differing
needs, interests, styles, and abilities.
2.
Teachers continually observe children's spontaneous play and interaction
with the physical environment and with other children to learn about their
interests, abilities, and developmental progress. On the basis of this
information, teachers plan experiences that enhance children's learning and
development.
3.
Understanding that children develop and learn in the context of their families
and communities, teachers establish relationships with families that increase
their knowledge of children's lives outside the classroom and their awareness
of the perspectives and priorities of those individuals most significant in the
child's life.
4.
Teachers are alert to signs of undue stress and traumatic events in children's
lives and aware of effective strategies to reduce stress and support the
development of resilience.
5.
Teachers are responsible at all times for all children under their supervision
and plan for children's increasing development of self-regulation abilities.
Teachers create an intellectually engaging, responsive environment to promote each
child's learning and development.
1.
Teachers use their knowledge about children in general and the particular
children in the group as well as their familiarity with what children need to
learn and develop in each curriculum area to organize the environment and
plan curriculum and teaching strategies.
2.
Teachers provide children with a rich variety of experiences, projects,
materials, problems, and ideas to explore and investigate, ensuring that these
are worthy of children's attention.
3.
Teachers provide children with opportunities to make meaningful choices and
time to explore through active involvement. Teachers offer children the choice
19
to participate in a small-group or a solitary activity, assist and guide children
who are not yet able to use and enjoy child-choice activity periods, and
provide opportunities for practice of skills as a self-chosen activity.
4.
D.
E.
F.
Teachers organize the daily and weekly schedule and allocate time so as to
provide children with extended blocks of time in which to engage in play,
projects, and/or study in integrated curriculum.
Teachers make plans to enable children to attain key curriculum goals across various
disciplines, such as language arts, mathematics, social studies, science, art, music,
physical education, and health.
1.
Teachers incorporate a wide variety of experiences, materials and equipment,
and teaching strategies in constructing curriculum to accommodate a broad
range of children's individual differences in prior experiences, maturation
rates, styles of learning, needs, and interests.
2.
Teachers bring each child's home culture and language into the shared culture
of the school so that the unique contributions of each group are recognized
and valued by others.
3.
Teachers are prepared to meet identified special needs of individual children,
including children with disabilities and those who exhibit unusual interests
and skills. Teachers use all the strategies identified here, consult with
appropriate specialists, and see that the child gets the specialized services he
or she requires.
Teachers foster children's collaboration with peers on interesting, important
enterprises.
1.
Teachers promote children's productive collaboration without taking over to
the extent that children lose interest.
2.
Teachers use a variety of ways of flexibly grouping children for the purposes of
instruction, supporting collaboration among children, and building a sense of
community. At various times, children have opportunities to work
individually, in small groups, and with the whole group.
Teachers develop, refine, and use a wide repertoire of teaching strategies to enhance
children's learning and development.
1.
To help children develop their initiative, teachers encourage them to choose
and plan their own learning activities.
2.
Teachers pose problems, ask questions, and make comments and suggestions
that stimulate children's thinking and extend their learning.
20
G.
3.
Teachers extend the range of children's interests and the scope of their
thought through presenting novel experiences and introducing stimulating
ideas, problems, experiences, or hypotheses.
4.
To sustain an individual child's effort or engagement in purposeful activities,
teachers select from a range of strategies, including but not limited to
modeling, demonstrating specific skills, and providing information, focused
attention, physical proximity, verbal encouragement, reinforcement and other
behavioral procedures, as well as additional structure and modification of
equipment or schedules as needed.
5.
Teachers coach and/or directly guide children in the acquisition of specific
skills as needed.
6.
Teachers calibrate the complexity and challenge of activities to suit children's
level of skill and knowledge, increasing the challenge as children gain
competence and understanding.
7.
Teachers provide cues and other forms of "scaffolding" that enable the child to
succeed in a task that is just beyond his or her ability to complete alone.
8.
To strengthen children's sense of competence and confidence as learners,
motivation to persist, and willingness to take risks, teachers provide
experiences for children to be genuinely successful and to be challenged.
9.
To enhance children's conceptual understanding, teachers use various
strategies that encourage children to reflect on and "revisit" their learning
experiences.
Teachers facilitate the development of responsibility and self-regulation in children.
1.
Teachers set clear, consistent, and fair limits for children's behavior and hold
children accountable to standards of acceptable behavior. To the extent that
children are able, teachers engage them in developing rules and procedures
for behavior of class members.
2.
Teachers redirect children to more acceptable behavior or activity or use
children's mistakes as learning opportunities, patiently reminding children of
rules and their rationale as needed.
3.
Teachers listen and acknowledge children's feelings and frustrations, respond
with respect, guide children to resolve conflicts, and model skills that help
children to solve their own problems.
NAEYC. (1997) Developmentally Appropriate Practice in Early Childhood Programs Serving Children
from Birth Through Age 8. Retrieved August 11, 2007 from
http://www.naeyc.org/about/positions/dap4.asp.
21
BASIC GUIDELINES FOR TALKING WITH CHILDREN
(Mooney, 2005, pp. 18-20)

Make sure you have the child’s attention before you begin to speak.
This is easier if you are close to the child and down on her level. A gentle hand on her arm might
help, too, depending on the child and the situation.

Always get down to a child’s level when talking to her.
If sitting on the floor or squatting is uncomfortable for you, try keeping a chair handy.

Remember that body language, tone of voice, and facial expression affect the message you
deliver.
The same phrase can be reassuring or threatening depending on how you say it. Words matter. Your
expression and tone of voice matter just as much, and sometimes more.

Use simple words and short sentences.
Avoid idioms and shortcuts. Try to say exactly what you mean as clearly as possible. If you do use
idioms, watch for signs of confusion, and be prepared to explain them.

Don’t be wishy-washy.
If you mean no, say it. If you say no, mean it!

Don’t ask a question or offer a choice when there isn’t one.
Let children know clearly what you need from them. In particular, avoid using “okay?” at the end of
directives, as in “It’s clean-up time, okay?”

Don’t ask questions to which you already know the answer.
This applies to managing behavior as well as concept development. Don’t ask a child, “Is that the way
we treat our friends?” You already know that pushing another child is not a good way to treat him,
but a young child doesn’t yet. Likewise, there are better ways to develop children’s thinking skills
than to ask them questions about numbers and colors and letters to which you already know the
answer.

If you must interrupt children, remember they deserve the same courtesy adults expect.
Say something like, “Excuse me, I need you in the book corner now, please.” Teach please, thank you,
I’m sorry, you’re welcome, and other niceties by your own modeling rather than prodding with that
old “What do you say?”

Use praise in moderation and only when it is sincere and truly called for.
When you are praising a child, be specific—for example, instead of just saying, “Good job!” follow it
with the appreciated behavior: “Good job picking up the blocks.” Better yet, avoid praise altogether,
and comment on or thank the child for the work she did. For example, “You did a lot of work picking
up those blocks,” or “Thank you for picking up so many blocks. Look how much space there is now!”
Mooney, C. (2005). Use your words. St. Paul, MN: Redleaf Press.
22
EMERGENCY
PROCEDURES
Young Children’s Program
James Madison University
Anthony-Seeger Hall
821 South Main Street
Harrisonburg, VA 22807
Phone: 540-568-6089, 540-568-6800
23
EMERGENCY PROCEDURES
General Procedures
In the event of any emergency, a teacher, administrator, or student staff member will contact the JMU
emergency authorities (8-6911 from a campus phone, 540-568-6911 from non-campus or cell phones) as
soon as possible. The Early Childhood Education Office (568-6292, 568-6255) and the Young Children’s
Program Coordinator (820-3501, 568-6800, 828-3502) will be contacted to communicate with families
regarding the location and procedures for picking up children. Recommendations of campus and local
security officials will be followed.
An alarm system in Anthony-Seeger Hall signals the need for
evacuation of the building. This alarm can be activated throughout the
building, including the YCP wing. Evacuation can also be mandated by a
code phrase known to staff members. Evacuation routes for persons in the
Young Children’s Program are posted inside each classroom door. The
primary means of egress is through the main entrance doors to the
program at the bottom of the stairs. The secondary route is through the
glass doors and down the stairs past The Breeze office. If multiple exits
must be used, the meeting location is the white railing between the west
playground fence and the University Services Building.
If alternative shelter is needed in the event of an emergency, students and staff of the Young
Children’s Program will move to the University Services Building, Room 102 (University Training
Center). This room is located on the ground floor of the USB near the Warsaw Avenue Parking Deck
exit. This exit will serve as the primary egress; secondary will be the main USB entrance in the front
of the building. If time allows, campus police will be asked to escort the evacuation. If it becomes
necessary for children to be picked up from this location, the following instructions will be given:
Turn off South Main Street onto Warsaw Avenue; park in the parking deck. Enter the south door of the
University Services Building and go downstairs to the ground floor. Room 102 is the first room on the left.
When it becomes necessary for a teacher or staff member to move children from YCP facilities, the
following items should be taken along if it is possible without endangering the safety of students or staff.
These items should be prepared for easy access in emergencies.

student attendance sheets or a class roster

staff attendance sheets

emergency procedure instructions

emergency contact forms for students and staff

child release authorization forms

vital healthcare supplies (those required for treatment of emergency reactions to chronic
health conditions)

a cell phone, if available
As soon as possible during an emergency and at frequent intervals, the teacher or a designee should
use the student and staff attendance sheets to determine if all persons are accounted for. If it is not possible
to secure the attendance sheets before evacuation, determine the number of children in the group as quickly
24
as possible and take frequent head counts to assure that all are accounted for. If, at any point, a child or staff
member becomes missing, this should be reported immediately to the emergency authorities.
Children will remain in the care of a YCP staff member or College of Education official until released
to a parent or authorized person. If, after a reasonable amount of time and repeated attempts to reach all
persons on the Emergency Contact and Child Release Authorization forms, local police will be contacted for
assistance in locating the child’s family.
In the event of any emergency, the safety of the children will be the primary consideration. In
situations not addressed in the following procedures or in which situational factors dictate alternative
action, teachers will make decisions that are most likely to minimize the danger to children and staff. A
consistent effort will be made to avoid alarming children excessively.
(Plans for preparing and responding to emergency situations have been developed
in consultation with the JMU Office of Public Safety.)
EMERGENCY PHONE NUMBERS
From
Campus Phones
JMU Emergency Authorities
Harrisonburg Emergency Authorities
Harrisonburg Police Department
Poison Control Center
From NonCampus Phones
8-6911
540-568-6911
9-911
911
9-434-4436
434-4436
9-1-800-222-1222
1-800-222-1222
Harrisonburg/Rockingham Health Department
9-574-5100
574-5100
Harrisonburg/Rockingham Social Services
9-574-5100
574-5100
Child Abuse and Neglect Hotline
9-1-800-522-7096
1-800-522-7096
VA Dept. of Social Services, Richmond Office
9-1-800-522-3431
1-800-522-3431
8-6292, 86255
8-7671
568-6292, 5686255
540-568-7671
JMU Early Childhood Education Office
YCP Coordinator, Reece Wilson
ALTERNATIVE SHELTER LOCATIONS
University Services Building, Room 102
Duane Swanson, contact
8-3766
568-3766
Grace Street House
Reid Linn or Kathy Thompson, contacts
8-6131, 8-3423
568-6131, 568-3423
25
Evacuation Maps
SHELTER-IN-PLACE LOCATION
Basement Hallway, West Wing, Anthony-Seeger Hall
(for evacuation due to weather emergencies or when it
is necessary to evacuate the classroom and remain in
the building)
ALTERNATIVE SHELTER
Room 102, Ground Level
University Services Building
(for emergencies that require
evacuation of YCP facilities)
FIRST FLOOR
(North)
Stairs
Hall
Hall
Bathroom
Bathroom
Water
Room
Kitchen
YCP loft room
#10
YCP Classroom #11
Go in the side entrance of the University Services
Building (nearest the playground) and down the
stairs to the ground floor level.
(South)
Walk to the end of the hall. Room 102 (the
University Training Center) is the last room on
the right (nearest Warsaw Avenue.)
BASEMENT
(North)
Hall
Hall
Housekeeping office – G99A
Electrical Room – G99B
Electrical Vault
Bathroom
Electrical
Room
(South)
26
PROCEDURES FOR SPECIFIC EMERGENCIES
CHILD ABUSE OR NEGLECT
In the event abuse or neglect of a YCP child is suspected, the following procedure will be followed:
Who is
responsible?
What should be done?
Any person suspecting that a child at the Young Children’s Program is a victim of
child abuse or neglect shall notify a teacher and/or the Coordinator.
A teacher or the Coordinator must promptly notify the Virginia Department of Social
Services, Child Protective Services, or if the child is in immediate danger, the local
police.
The teacher shall keep accurate records of all suspicious incidents, language, or
physical markings that may indicate abuse.
all staff
teacher or
coordinator
teacher
Phone numbers for reporting child abuse:
Child Abuse and Neglect Hotline
VA Dept. of Social Services, Richmond Office
Harrisonburg/Rockingham Social Services
Harrisonburg Police Department
1-800-522-3200
1-800-225-2042
574-5100
434-4436
teacher or
coordinator
Staff who report suspicions of child abuse or neglect are immune from discharge, retaliation, or other
disciplinary action for that reason alone unless it is proven that the report is malicious.
DENTAL EMERGENCY – Child or Adult
In the event of a dental emergency, the following procedures will be followed:
What should be done?
Attend immediately to the person needing dental care. (If possible, this should be
done by the teacher or another adult trained in first aid). Take steps to stop any
bleeding and make the person as comfortable as possible.
Move the other children to a different room if possible in order to enable proper
care and avoid alarming them excessively. Arrange for adequate supervision of all
children.
Contact the family member(s) of the person needing care (using the Emergency
Information form). Communicate the nature of the emergency and your exact
location. Suggest that the family member contact the person’s dentist for
instructions.
If a tooth has been knocked out, retrieve it if possible and rinse while holding it by
the crown. Do not scrub it or remove any attached tissue fragments. Place the
tooth in a small container of milk (or a cup of water that contains a pinch of table
salt if milk is not available).
Keep the person as comfortable as possible and follow any instructions provided
by the dentist until a family member arrives.
Who is
responsible?
teacher/staff
staff
teacher or
designee
teacher or
designee
teacher or
designee
27
FIELD TRIP EMERGENCY
If an emergency occurs on a YCP field trip, the following procedure will be followed.
What should be done?
Who is
responsible?
Teachers will always communicate with families prior to field trips. Communication
will include the destination, date, departure and return times, and scheduled
activities.
teacher
Before leaving on a trip, volunteers and student staff will be given in writing the
following information: the names of children for whom they are responsible, the
location of emergency contact information and first aid supplies, and the phone
numbers of Early Childhood Office staff and the YCP Coordinator.
teacher
Before leaving on a trip, a notice will be posted on the main entrance door indicating
the destination, departure and return times, and a contact phone number.
teacher
The teacher shall carry a list of all children, staff, and volunteers participating in the
trip, emergency contact information for all children and staff, first aid supplies, the
phone numbers of Early Childhood Office staff and the YCP Coordinator, and a
cellphone if possible.
teacher
When traveling by bus or car, all children on YCP field trips must be in compliance
with Virginia car seat and seat belt laws. Families are expected to provide approved
child safety seats. The adults transporting children to school on field trip days are
responsible for proper installation of these seats.
teacher or designee
In the event of an emergency during a field trip, children will be removed from the
scene to a safe location as quickly as possible. Staff and volunteers should assume
responsibility for the children on their lists and other children if necessary because
of
adult injuries.
Appropriate
emergency authorities should be called.
When emergency personnel arrive, follow their instructions related to the location,
safety, and dismissal of children from the scene.
If a child is injured, the parents should be called immediately and provided with
specific information about the child’s location and plans for transporting the child to
the hospital if necessary. If parents of an injured child cannot be reached or it is
necessary for the child to be transported to the hospital before parents arrive, a staff
member should be designated to accompany the child and rescue personnel.
Contact the Early Childhood Education Office and communicate details of the
emergency and the names of children, staff, and volunteers present. Direct that
parents should be called to pick up their children at the present location (provide
specific directions). Leave a phone number for communicating with the teacher or a
staff member. If an adult has been injured and is being transported to the hospital,
request help in contacting family members.
Contact Reece Wilson, YCP Coordinator, to inform him of the existing emergency.
Contact parents using the Emergency Contact Forms. If neither of the child’s parents
can be reached, attempt to contact other persons authorized to pick up the child.
teacher, staff, and
volunteers
teacher or designee
teacher and staff
teacher
teacher or designee
ECED office staff
ECED office staff or
28
Continue efforts to reach a parent or authorized person as long as possible. Contact
the family of injured children and adults as necessary.
As parents or authorized persons arrive, record the name of the person who picks up
each child.
Children should remain in the care of the YCP teacher until released to a parent or
authorized person. If, after a reasonable amount of time and attempts to reach all
persons on the Emergency Contact and Child Release Authorization forms, the
teacher will contact local police for assistance in locating the child’s family.
designee
teacher or designee
teacher
FIRE, BOMB THREAT, CHEMICAL SPILL
In the event of a fire, bomb threat, chemical spill, or other emergency that requires evacuation of
Anthony-Seeger Hall, the following procedure will be followed:
What should be done?
Who is
responsible?
If the emergency occurs in the YCP classrooms, notify staff and children and direct
them to move toward exit doors. Student staff should immediately assume
responsibility for the children in the areas they are supervising. If the emergency
occurs at other locations in the building, notification will be made by the building
alarm system.
teacher
Direct an adult to check all classroom, bathroom, hall, office, and closet areas to
assure that all persons leave the building.
teacher
Contact emergency services.
teacher or designee
Alert others in the building by activating the alarm system.
teacher or designee
Secure essential documents and a cellphone, if possible.
teacher or designee
Follow the safest evacuation route based on the location of the emergency.
teacher
Meet at the designated meeting area.
teacher
Take attendance and/or a head count of students and staff. Notify emergency
authorities of any missing person as soon as possible.
teacher
If shelter or evacuation from the area is necessary, move children and staff to Room
102 on the ground floor of the University Services Building or the location directed by
local emergency personnel. Upon arrival, again take attendance or a head count.
teacher
29
Use a cell phone or office phone in the USB to contact the Early Childhood Education
Office and communicate details of the emergency and the names of children present.
Direct that parents should be called to pick up their children at the USB location.
Leave a phone number for communicating with the teacher or a staff member.
Contact Reece Wilson, YCP Coordinator, to inform him of the existing emergency.
teacher or designee
ECED office staff
Contact parents using the Emergency Contact Forms. If neither of the child’s parents
can be reached, attempt to contact other persons authorized to pick up the child.
Continue efforts to reach a parent or authorized person as long as possible.
ECED office staff or
designee
Designate a staff member to stand at the door on the Patterson Street entrance to
watch for parents and escort children to their vehicles. Use the student attendance
sheet (or a blank piece of paper if it is unavailable) to record who picks up each child.
teacher
Children should remain in the care of the YCP teacher until released to a parent or
authorized person. If, after a reasonable amount of time and repeated attempts to
reach all persons on the Emergency Information and Child Release Authorization
forms, the teacher will contact local police for assistance in locating the child’s family.
teacher
INTRUDER, VIOLENCE, OR THREAT OF VIOLENCE IN YCP FACILITIES
In the event of an intruder, violence, or threat of violence in YCP facilities,
the following procedure will be followed:
What should be done?
Who is
responsible?
All persons unknown to the teacher who enter YCP facilities should immediately be
approached and asked the reason for their presence. Persons without justification
should be asked to leave.
If the tone of the conversation between the teacher and the person indicates reason
for concern OR the teacher communicates the emergency code statement either
verbally or in writing OR a violent act occurs, staff members should immediately
assume responsibility for the children in the areas they are supervising, and assuring
that all children are included, move them to a location as far away from the scene as
safely possible. If it is possible to leave the building, move children to Room 102 on
the ground floor of the University Services Building. If it is necessary to stay in
Anthony-Seeger, an ideal location is a windowless room that can be locked from the
inside (basement is desirable). If possible, children should be seated out of visual
range of a person entering the room. Secure essential documents and a cellphone if
safely possible.
teacher
Upon arrival at a safe location, take attendance and/or a head count of students and
staff.
One staff member should attempt to notify emergency authorities regarding the
situation and any missing individuals. The location of the teacher AND the
children/staff should be communicated, in addition to a contact phone number if
possible. Emergency personnel should also be directed to contact the Early
Childhood Education Office so appropriate information can be communicated to
parents and the YCP Coordinator.
staff
staff member
staff member
30
Contact Reece Wilson, YCP Coordinator, to inform hin of the existing emergency and,
if possible, to meet the staff and children.
Contact parents using the Emergency Information forms. If neither of the child’s
parents can be reached, attempt to contact other persons authorized to pick up the
child. Continue efforts to reach a parent or authorized person as long as possible.
ECED office staff
ECED office staff or
designee
Be calm and reassuring to the children in order to avoid alarming them excessively.
staff
Follow the instructions of emergency personnel related to the location, safety, and
dismissal of the children to their parents or authorized persons.
staff
Use the student attendance sheet (or a blank piece of paper if it is unavailable) to
record the name of the person who picked up each child.
staff
Children should remain in the care of a YCP staff member until released to a parent or
authorized person. Staff members may be replaced by the teacher (if available), the
YCP Coordinator, or other College of Education official. If, after a reasonable amount
of time and repeated attempts by the ECED Office to reach all persons on the
Emergency Information and Child Release Authorization forms, local police will be
contacted to provide assistance in locating the child’s family.
Staff member,
teacher,
coordinator, or COE
official
INTRUDER, VIOLENCE, OR THREAT OF VIOLENCE IN ANTHONY-SEEGER HALL
In the event of an intruder, violence, or threat of violence in Anthony-Seeger Hall
(other than the YCP facilities) or a local terrorist event, the following procedure will be followed:
What should be done?
If word is received through code statement or otherwise that there is an intruder in
the building, children should be moved to the closest space that has limited hall
access (the water room off Room 10 or the office/closet off Room 11). Children
should be seated out of visual range of a person entering the room as effectively as
possible and doors should be locked. Secure essential documents and a cellphone if
possible.
An adult should check all classroom, bathroom, hall, office, and closet areas.
Who is
responsible?
teacher or designee
staff member
Take attendance and/or a head count of students and staff.
teacher or designee
If a telephone is available, contact emergency authorities to notify them of the
situation, your location, any missing individuals, and a contact phone number.
Emergency personnel should also be directed to contact the Early Childhood
Education Office so appropriate information can be communicated to parents and the
YCP Coordinator.
teacher or designee
Contact Reece Wilson, YCP Coordinator, to inform him of the existing emergency.
Contact parents using the Emergency Information Forms. If neither of the child’s
parents can be reached, attempt to contact other persons authorized to pick up the
child. Continue efforts to reach a parent or authorized person as long as possible.
ECED office staff
ECED office staff or
designee
31
Follow the instructions of emergency personnel related to the location, safety, and
dismissal of the children to their parents or authorized persons.
teacher or designee
Use the student attendance sheet (or a blank piece of paper if it is unavailable) to
record the name of the person who picked up each child.
Teacher or
designee
Children should remain in the care of the YCP teacher until released to a parent or
authorized person. If, after a reasonable amount of time and repeated attempts to
reach all persons on the Emergency Contact and Child Authorization forms, local
police will be contacted to provide assistance in locating the child’s family.
teacher
MEDICAL EMERGENCY – Child or Adult
In the event of a medical emergency, the following procedures will be followed:
What should be done?
Who is
responsible?
Attend immediately to the person needing medical care. (If possible, this should
be done by the teacher or another adult trained in first aid and CPR.) Avoid
moving the person unless necessary to ensure safety. If the person is a child with
an emergency care plan for a known medical condition, follow the procedures
outlined in the plan.
teacher/staff
Contact JMU PD Dispatch, 8-6911 or 568-6911, and they will notify appropriate
emergency medical authorities.
staff member
Move the other children to a different room if possible in order to enable proper
care and avoid alarming them excessively. Arrange for adequate supervision of all
children.
staff
Contact the family member(s) of the person needing care (using the Emergency
Information form). Communicate the nature of the emergency, your exact location,
and that emergency medical personnel have been called. Determine whether the
family member will meet the child or adult at Rockingham Memorial Hospital or
come to the YCP. If the family member cannot reach the YCP before emergency
medical personnel are ready to transport, the teacher should accompany a child to
RMH and stay until a family member arrives. All health documents provided by the
family should be taken by the teacher to the hospital. If the person needing care is
an adult, the Coordinator or a practicum student should accompany him or her.
teacher or
designee
Contact the Early Childhood Education Office and communicate the nature of the
emergency, that emergency medical personnel have been called, and that the
teacher needs to accompany the child to the hospital.
teacher or
designee
Contact Reece Wilson, YCP Coordinator, to inform him of the existing emergency
and the need for a substitute teacher. If Mr. Wilson is not available, contact Nancy
Barbour, another ECED faculty member, or the YCP graduate assistant to fill this
role immediately.
ECED office staff
32
Student staff will assume all responsibility for the class until a substitute arrives
OR the teacher returns.
student staff
MISSING CHILD
In the event a YCP child becomes missing, the following emergency procedures will be followed:
What should be done?
Who is
responsible?
staff
If a child becomes missing during school hours, search the school building and
grounds immediately.
staff
If the child is not found, continue to search beyond school grounds.
If the child is not found within ten minutes, contact emergency authorities.
teacher or designee
Contact a parent of the missing child. Communicate the nature of the emergency, the
procedures that have been followed, and the information that emergency personnel
have been called.
staff
Continue to have all available staff search on and beyond the school grounds. Be sure
adequate supervision is available for the remaining children.
teacher or designee
Contact the Early Childhood Education Office and communicate the nature of the
emergency and that emergency medical personnel and the child’s parents have been
called (or have arrived).
teacher or designee
Contact Reece Wilson, YCP Coordinator, to inform him of the existing emergency.
When emergency personnel arrive, follow their instructions and provide as much
assistance as possible.
ECED office staff
teacher and staff
NATURAL EMERGENCY
In the event of a natural emergency, the following procedures will be followed:
What should be done?
Information regarding a natural disaster warning (severe storm or tornado) will
come via campus emergency authorities. An Early Childhood Education Office staff
member will notify the YCP teacher of the warning and the recommended response.
If JMU cancels classes or Harrisonburg City Schools close, parents are expected to
pick up their children as soon as possible.
If the recommended response is to seek special indoor shelter, children and staff will
move to the basement hallway of the west wing of Anthony-Seeger Hall and remain
there until the warning is lifted. Secure essential documents and a cellphone if
possible. Instructions should be left on the classroom door so parents who come to
pick up children can locate them.
Who is
responsible?
ECED office staff
YCP parents
teacher
33
Contact the Early Childhood Education and communicate details of the emergency,
your location, and the names of children, staff, and volunteers present. Direct that
parents should be called to pick up their children at their present location (provide
specific directions). Leave a phone number for communicating with the teacher or a
staff member.
Contact Reece Wilson, YCP Coordinator, to inform him of the existing emergency.
Contact parents of children who remain at the YCP using the Emergency Contact
Forms. If neither of the child’s parents can be reached, attempt to contact other
persons authorized to pick up the child. Continue efforts to reach a parent or
authorized person as long as possible.
As parents or authorized persons arrive, record the name of the person who picks up
each child.
Children should remain in the care of the YCP teacher until released to a parent or
authorized person. If, after a reasonable amount of time and attempts to reach all
persons on the Emergency Contact and Child Release Authorization forms, the
teacher will contact local police for assistance in locating the child’s family.
teacher or designee
ECED office staff
ECED office staff
or designee
teacher or designee
teacher
34
APPENDIX 2
FIELD TRIP
POLICIES AND
PROCEDURES
Young Children’s Program
James Madison University
35
APPENDIX 2: Field Trip Policies And Procedures
JMU Young Children’s Program
The procedures described in this document are intended to protect the safety of children,
staff, and volunteers while participating in field trips planned by the Young Children’s Program. All
adults with supervision responsibilities during a class trip must be familiar with these procedures
and demonstrate commitment to abide by them. In order for a child to participate in field trips, the
parent must sign the YCP Field Trip Permission Form (included with initial registration materials).
Parents have the right to withdraw permission for a specific trip by keeping their child home on
that day. There is no supervision at school for children who do not attend a field trip.
Field trips are considered an extension of the YCP classroom with specific learning
objectives and expectations for appropriate behavior. JMU student staff and parent chaperones
support the teacher’s goals for the trip and help to assure the children’s safety. Because all adults
involved in a field trip must be focused on their supervisory role, attendance of siblings or other
children is not allowed unless notified otherwise by the teacher. Care is taken to avoid an excessive
number of adults on most field trips so the children have the opportunity for group experiences that
support their learning.
Teachers notify families at least a week in advance of field trips requiring transportation.
This communication includes the destination, date, purpose of the trip, and number of chaperones
needed. A time is listed for departure from school, as well as an estimated arrival time at the trip
site. Specific information that will support the children’s comfort and safety during the trip is
communicated at this time (special clothing or footwear, sunscreen, etc.). At this time parents will
be given the opportunity to volunteer as chaperones. Families are encouraged to rotate this
involvement so all who are interested can participate during the school year. A form will also be
available on the message board for parents to indicate the transportation preference for their child.
Options are described in the following section.
Serving as a chaperone







If you have been asked to serve as a chaperone, the teacher will assign a group of children
to you (usually 2-3). You are to assume responsibility for the safety and behavior of your
group. Keep the children together at all times.
The teacher will have specific objectives for the trip and will share ways you can support
the learning opportunities it offers. Talk with your group about what you are
experiencing, ask questions to extend the children’s thinking, and help to position
children in ways that enable everyone to be involved as meaningfully as possible.
If snack is served on a field trip, assist the teacher with distribution and clean up.
You may take pictures as long as it does not interfere with your ability to supervise and
support your group of children.
Avoid carrying children unless it is absolutely necessary.
Follow the teacher’s lead at all times. The teaching staff is ultimately responsible for the
safety and behavior of all children participating in the trip.
Communicate with the teacher if you need assistance with a child or if you observe
conditions that may affect the safety of children or adults.
36
APPENDIX 3: Manuscript Alphabet Guides
MANUSCRIPT
ALPHABET
GUIDES
Young Children’s Program
James Madison University
37
38
39
APPENDIX 4: Classroom Inspection & Sanitation Checklists
CLASSROOM INSPECTION &
SANITATION CHECKLISTS
Young Children’s Program
James Madison University
40
Student #1 RESPONSIBILITIES (OUTDOOR LEARNING ENVIRONMENT AND SAFETY)
Week of ___________________________
MON
TUES
WED
THU
FRI
Before the children arrive:
Rake mulch into slight mounds under swings and at
bottom of slide and to the edge of sidewalks
AM
PM
AM
Open sandbox.
PM
Check outdoor play areas for litter.
Discard dangerous materials safely
AM
PM
AM
Take tricycles and scooters out for children to use.
PM
AM
Notify the teacher of equipment in need of repair.
PM
Be sure all outlet covers are in place.
(There are 34—located in the classrooms, water
room, & kitchen.)
AM
PM
At the end of the session:
Be sure all outdoor toys and equipment are put
away (unless the teacher directs otherwise)
AM
PM
AM
Close sandbox.
PM
Sweep mulch from sidewalks, structure and
courtyard into mulched areas.
AM
PM
41
Student #2 RESPONSIBILITIES (SNACK)
Week of ___________________________
MON
TUES
WED
THU
FRI
Before the children arrive:
Wipe all table, cabinet, and counter surfaces with
bleach solution (spray bottles are located in locked
kitchen cabinet).
AM
PM
AM
Put away dishes from the previous session.
PM
AM
Prepare dish water (detergent + water) in dish pan.
PM
Consult with the teacher about the snack menu for
the day.
Gather snack charts & water bottles and place on
the cabinet beside the door.
Prepare snack (including direction signs) and place
on snack table.
AM
PM
AM
PM
AM
PM
AM
Fill napkin basket and place on the snack table.
PM
At the end of the session:
Return food items to original containers (zip-loc
bags, plastic tubs, etc.) and refrigerate if necessary.
Return snack routine materials (charts, trays) to
top of refrigerator.
AM
PM
AM
PM
Prepare bleach solution for rinsing
AM
in white dishpan (¼ cup bleach/1 gallon water).
PM
Wipe all table, cabinet, and counter surfaces with
bleach solution.
Wash all dishes & utensils, rinse in bleach water, &
leave to air dry. Wash any soiled toys in bleach
solution. Discard bleach water.
AM
PM
AM
PM
42
Student #3 RESPONSIBILITIES (ART & WATER PLAY)
Week of ___________________________
MON
TUES
WED
THU
FRI
Before the children arrive:
Consult with the teacher to determine what help is
needed in setting up art and water activities.
Use bucket under bathroom utility sink to fill water
table half-full with warm water.
Place dry artwork from the children in your class in
the hall cubbies.
AM
PM
AM
PM
AM
PM
At the end of the session:
Talk with teacher about how to leave the art/
project tables at the end of the day.
Drain water from all water table toys and return
them to the storage containers.
AM
PM
AM
PM
Empty the water table & clean the tub using bleach
solution. (Return bleach solution to the locked
cabinet when finished.)
AM
Disinfect high-use areas with Lysol spray or wipes.
Computer keyboards, all door handles, faucet
handles, other areas where children touch)
AM
PM
PM
AM
Clean easel, paint cups and paint brushes.
PM
Wash two sets of manipulatives or toys in the
bathroom sink & leave to dry in mesh bags (refer to
directions on bathroom cabinet door).
AM
PM
43
SCHOOL CALENDAR 2014-2015
Young Children’s Program
www.jmu.edu/coe/ycp
Morning Program hours: 8:45-11:15 AM
Afternoon Program hours: 12:15-2:45 PM
Tuition payments are due on the first of each month, September-May. A payment schedule
is on the inside back cover of the Handbook for Families and on the YCP website at
http://www.jmu.edu/coe/ycp/Tuition.shtml
AUG 25 & 26
GET-ACQUAINTED SOCIALS
6:00-7:00 PM, YCP Courtyard and playground
3-year-olds on Monday and 4-year-olds on Tuesday
AUG 25-29
PRESCHOOL WORKDAYS FOR TEACHERS
PARENT/TEACHER CONFERENCES
SEP 2
FIRST DAY OF SCHOOL
SEP 19
NO SCHOOL- STAFF DEVELOPMENT FOR TEACHERS
SEP 22
ORIENTATION MEETING FOR NEW PARENTS
7:00 PM, YCP Classroom
SEP 25
CLASS AND INDIVIDUAL PICTURES - By Christa Gitchell
(If weather does not permit outdoor photography, the date will be rescheduled.)
NOV 14
NO SCHOOL - PARENT/TEACHER CONFERENCES
NOV 21
NO SCHOOL- STAFF DEVELOPMENT FOR TEACHERS
NOV 24-28
NO SCHOOL – JMU Closed for Thanksgiving Holidays
DEC 15-JAN 11
NO SCHOOL – JMU Closed for Winter Break
JAN 12
SCHOOL RESUMES
New student staff members begin.
JAN 19
NO SCHOOL – JMU Closed for Martin Luther King, Jr Day
FEB 10
NO SCHOOL - PARENT/TEACHER CONFERENCES
JMU Closed for Student Assessment Day
MAR 9-13
NO SCHOOL – JMU Closed for Spring Break
MAY 15
LAST DAY OF SCHOOL
MAY 18-22
TEACHER WORKDAYS
PARENT/TEACHER CONFERENCES
The Young Children’s Program serves as an observation/participation site for preparing future teachers enrolled
in the JMU Elementary and Inclusive Early Childhood Education Programs. For this reason, the YCP calendar reflects the
JMU schedule and follows University decisions regarding cancellations due to weather emergencies. Because of the lack of
availability of student assistance, missed days are not made up.
44