SAMPLE PARENT or FAMILY HANDBOOK TOPIC AREAS
(Optional Tool)
Instructions: Developing a family handbook is a process. Programs often begin with basic policies and information and then later continue to
update and add sections based on the program or policy development, to address questions, to satisfy the informational needs of families
and add new and updated methods of partnerships as incorporated in the program. A handbook at a STAR 1 level or a program that has just
opened might look very different from a STAR 4 or Accredited program handbook. It can be challenging to keep the balance between
covering all of the important topics and keeping the length and complexity within reason.
The handbook is an important tool for your program to promote services to prospective families and clearly define policies and supports to
enrolled families. The handbook should be reviewed, edited, and updated for accuracy and have a professional appearance before it is shared
with families. Many programs ask families to help with the review process as they can offer helpful insights on what families really want to
know about when choosing or after enrolled in an early learning program. Also, be sure to include the revision dates on the handbook, as it
should be reviewed and updated each year.
Many programs ask families to sign a form stating that they have received a copy of the handbook. This helps programs to document that
they have shared their policies and procedures with each child’s family. Be sure that each member of your staff reads the parent handbook,
becomes familiar with the information, and keeps a copy on hand for future reference.
Often the handbook begins with the program mission statement and philosophy about serving families, early education and focus. Best
practice would indicate that programs should consider culture, diversity and how the program supports the unique needs of each child and
family when crafting each of the selected policy and description topics below. The following bulleted items are sample topic areas that could
be included in the parent handbook. It is important that the handbook is tailored to your program and the needs of your families. Therefore,
you may or may not end up using all of the topics listed and there will probably be some additions that are not on the list.
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Authorization to Pick up child
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Forms, how to change and update
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Policies about custody situations
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Arrival and departure policies
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An inebriated/intoxicated pick up policy
Birthdays
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Options for celebrations, food, parties, invitations for out-of-program time, etc.
Child Development
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Developmental milestones
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List of resources for families to support development at home, such as the Learning is Everywhere, Kindergarten Here I Come,
Kindergarten Here I Am, and Every day I Learn through Play activity guides
http://paprom.convio.net/site/PageServer?pagename=LIECIndex
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Challenging Behavior
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Challenging times such as biting, sharing, lying – and where to find additional information
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Program philosophy on guiding behavior and developing social competency in children
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Program policies and partnering with families when challenging behaviors are an issue
Clothing and Cubbies
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Label clothing, extra clothing to leave in cubby, sunscreens or items to meet other individual needs
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Children should have comfortable, washable, weather appropriate clothing and footwear
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Gear for infants/toddlers (diapers, bottles, cream, etc.)
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SAMPLE PARENT or FAMILY HANDBOOK TOPIC AREAS
(Optional Tool)
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Communication
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Daily information shared with families - explain written and verbal methods
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How the different home languages of families are addressed
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Conference schedules and policies
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Who families should speak to about a concern, problem, or question
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Partnerships with families for high quality early learning
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Importance of families and parent feedback to help make the program best for families and children
Community Resources
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Timeline/plan on sharing written information on topics including health and human services, wellness, nutrition, and fitness
and/or child development with families
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Referral process to Child Care Works subsidy program or Early Intervention as appropriate
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Bulletin boards, notebooks or displays with community resource information
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Share PA Promise for Children resources (http://paprom.convio.net/site/PageServer?pagename=About_Us )
Curriculum and Assessment
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Learning Standards and their use in the program
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If applicable, implements activities appropriate to meet IEP/IFSP goals and/or special needs plans and objectives
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Holiday celebrations – how handled
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Daily schedules (posted in classroom)
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Initial developmental screening
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Assessment – Why assessment is valuable to their child’s development, tools used, frequency and how shared with families
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School readiness
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How children are grouped within classrooms
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Field trips
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Show and tell
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Daily outside time
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Use of TV, media, videos, computers in the program
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If applicable, resources on activities that families can do at home that support the curriculum
Enrollment and Attendance
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First few days in the program, calling to check, materials to read, security items for children etc.
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Intake Procedures -forms and permissions, updating contact information
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Confidentiality
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Non Discrimination Policies
Financial Arrangements
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Tuition, registration fees, annual increases, vacation/holiday credit, required notice of withdrawal from program, overtime
charges, late payment fee, etc.
Health and Safety
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Health records, immunizations, health policies and procedures, communicable diseases
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Injury prevention and procedures
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Site sanitation, hand washing, daily facility cleaning
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SAMPLE PARENT or FAMILY HANDBOOK TOPIC AREAS
(Optional Tool)
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Training of staff such as pediatric first aid, fire safety and emergency preparedness
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Emergency Plan for program
Mission statement, vision, values, philosophy, etc.
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Program Governance
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Diversity
Nutrition, meals
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If program provides meals – menu posting, times, components of meals
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Information about CACFP program if appropriate
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If families provide lunch and/or snacks- nutrition information and suggestions
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Allergies and food preferences
Quality
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Continuous Quality Improvement (CQI) plan of the program
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Keystone STARS (http://paprom.convio.net/stars)
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How Keystone STARS improves program quality / Why program participates in STARS
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How quality early learning benefits everyone
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Program commitment to Keystone STARS and CQI
Accreditation
Parent Engagement
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Volunteering, conferences to review child’s progress, educational events/ meetings for families
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Program supports to strengthen and connect families
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Parent engagement in program policy development and management
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Importance of parent engagement in continuous quality improvement
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How families can become community ambassadors
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Pennsylvania’s Promise for Children campaign to learn more about quality early education and to share family success
stories - www.papromiseforchildren.com
Program evaluation and parent feedback
Rest time, nap
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Security items
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Blankets and sleeping gear
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Rest time philosophy and meeting individual child sleep needs
Staff
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Qualifications and professional development of staff, and how it relates to Keystone STARS quality standards for the program’s
STAR level
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Scheduling, security/clearances, etc.
Toys
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Types of toys or belongings children may bring and when they may bring them
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SAMPLE PARENT or FAMILY HANDBOOK TOPIC AREAS
(Optional Tool)
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Transitioning
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Individual meeting offered to families to share specific information regarding the child’s transition to another classroom or
educational setting
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Sharing child’s developmental progress
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Written plan for child transition with families and school, as well as a list of community/school stakeholders regarding child
transition
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Procedure/release form for releasing child’s file/information to another educational setting
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Program’s schedule/plan for participating in community/school transition activities
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