Family Handbook
2013-2014
www.cmich.edu/cdll
Important Phone Numbers
CDLL Main Office: 774-3760
Charlotte Galgoci, Program Assistant
Lab Director:
Margaret Desormes 774-1987
Faculty Director:
Cheryl Priest 774-3075
Classroom Teachers:
Anastasia Bristley 774-1775
Ranay Gursky 774-1733
Nate Jonaitis 774-7522
Teresea Kauppi 774-7522
Suria Nelson 774-1733
Jennifer Nims 774-1733
Mari Potter 774-1733
Jackie Weller 774-1775
I-RIDE 772-9441
EightCAP, Inc. 772-0110
CMU Closure 774-7500
www.cmich.edu/cdll
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Table of Contents
The Child Development and Learning Lab (CDLL) Program at a glance…………….…….4
CDLL Philosophy…………………………………………………………………………………………….……..5
MICHIGAN LICENSING STATUS FOR CHILD CARE CENTERS………………………………….….6
What is the difference between Head Start, Tuition Preschool and the Great Start
Readiness Program?...............................................................................................8
FAMILY INVOLVEMENT………………………………………………………………………………………19
Communication………………………………………………………………………………………………….20
FAMILY COUNCIL…………………………………………………………………………………………….…21
Pick-Up and Drop off Times………………………………………………………………………………..24
Family Parking…………………………………………………………………………………………………..25
Child Development and Learning Laboratory IRIDE Policy…………………………………..27
Health policy………………………………………………………………………………………………………28
School Closure Policy……………………………………………………………………………..………….30
Toilet Use and Tooth Brushing……………………………………………………………………………32
Guidance and Discipline……………………………………………………………………………………33
Health Care Services Plan…………………………………………………………………………………..34
EMERGENCY EVACUATION PROCEDURES……………………………………………………………35
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The Child Development and Learning Lab (CDLL) Program at a glance
Central Michigan University’s Child Development and Learning Lab is sponsored by the Area of Human
Development and Family Studies and the Department of Human Environmental Studies. As a part of
the Human Development and Family Studies Area, the Child Development and Learning Lab is a facility
for training and for student and faculty research.
The purposes of the CDLL are:
Provide a laboratory in which university students may observe participate, train, and study children
under the supervision of trained early childhood teachers.
 Provide a facility for research in child development and family relationships at Central Michigan
University.
 Provide an enriched program that meets the needs of young children in the areas of social,
cognitive, emotional, physical, language, self-help, initiative, and creative development .
 Include all enrolled children in a national model of developmentally appropriate programming.
 Promote among parents a greater understanding of their child’s growth and development.
 Encourage parents/significant adults to be involved in significant ways in their child’s
educational experience.
CDLL Vision and Mission
The vision of the Child Development and Learning Laboratory (CDLL) is to provide central and northern
Michigan’s most relevant, comprehensive, and exciting educational, developmental and professional
development opportunity for children, families, university students, and early childhood professionals.
CDLL Mission statement
The program exists to:
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Provide a laboratory in which university students may observe, participate, train and study children
under the supervision of trained early childhood teachers.
Provide a facility for research in child development and family relationships at Central Michigan
University.
Provide an enriched program that meets the needs of young children in the areas of social, cognitive,
emotional, physical, and language development.
Include all enrolled children in a national model of develop-mentally appropriate programming.
Promote among parents a greater understanding of their child’s growth and development.
Encourage parents/significant adults to be involved in meaningful ways, in their child's educational
experience.
In its work with young children, the target program’s goals are to build:
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Self-confidence, initiative, and a positive self-image
A feeling of love, respect, and belonging
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Friendliness and consideration for others
An enthusiasm for active learning
An inquiry based approach to learning
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An ability to solve problems
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CDLL Philosophy
In the spirit of following a Reggio Inspired Approach to early childhood education, and in assessing children’s
ongoing growth and development using documentation of children’s work and observational anecdotal records
through the Teaching Strategies’ online assessment tools (including the Individual Child Profile), the faculty and
staff of the Child Development and Learning Laboratory and Human Development and Family Studies area hold
to the following philosophical ideas in the education of young children:
These ideas are founded on the belief that children, teachers and parents are considered the three central
protagonists in the educational process (Gandini, 1993). We believe that ALL children are creative thinkers, who
thrive when they can explore, take risks and use their imaginations to participate in research and construct
learning within the context of interactions with other children, adults and the environment. All children have a
right to practice making choices, negotiate, explore without fear of criticism, make mistakes, feel safe,
experience trust, be heard and be respected within a set of boundaries established by nurturing adults.
Teachers are critical partners in the educational process and have the responsibility to establish boundaries,
nurture a sense of community, plan the environment based on individual children’s
interests/needs/developmental levels, guide children’s discovery and learning opportunities, listen, observe,
question and document as they engage in research side by side with the children. Parents and parent figures are
children’s most consistent teachers and must be included as active participants and partners in each child’s
education. Teachers and parents should work to establish trusting relationships as they interact for the purpose
of sharing goals and guiding practices for the children in the program. Parents and family members also share in
the valuable role of enhancing the curriculum of the program as they contribute their talents, skills and
traditions with the school as experts of their home culture and heritage. Because the use of educational space is
critical to the learning that takes place within it, the CDLL is dedicated to creating an environment that provokes
inquiry, communication and relationships. This space will be organized with a sense of beauty, comfort, and
consideration of valuing and sustaining the natural environment.
NAEYC ACCREDITATION
The CDLL is accredited through the National Association for the Education of Young Children. NAEYC is
the world’s largest organization working on behalf of young children with nearly 100,000 professional
members. There are four steps to the accreditation process including enrollment, application
candidacy, and an on-site visit. Programs provide documentation covering 400 criteria based on 10
standards of excellence in early childhood education. Programs must meet 80% of the criteria in order
to meet these standards and are awarded a 5 year accreditation term. This term also involves the
annual submission of reports. Throughout this document, and other CDLL documents, you will see
numbers which reference specific accreditation criteria. The CDLL is applying for re-accreditation
during the 2013-2014 academic years. To learn more about NAEYC accreditation, you can visit
www.naeyc.org or www.rightchoiceforkids.org.
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MICHIGAN LICENSING STATUS FOR CHILD CARE CENTERS
We are licensed through the Office of Children and Adult Licensing, a division of the State of Michigan
Department of Human Services. A copy of the most current license and licensing rules can be found in
the main CDLL entry way. Licensing information can also be obtained at www.michigan.gov/dhs. Every
two years, we are required to complete procedures to become re-licensed. At this time, each staff
member will be asked to assist in updating information such as personnel files, procedures, and any
other details that may be necessary for our facility. Twice each year, staff will also receive reminders of
the required paperwork that needs updated. Staff should keep a current copy of the licensing
handbook in their office and be familiar with the standards.
Classroom Requirements of Licensed and Accredited Classrooms
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Ample space for children to move around
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Safe and clean –cleaned daily and between each session
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Good ventilation and lighting
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Non program materials are stored in spaces other than the classroom
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First –aid kit is easily accessible
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The space is divided into interest areas
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All interest areas are defined, clearly marked and labeled
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All interest areas have names that are easily understood by children
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Teachers and children refer to interest centers by name
The location of the centers allow children to move freely from one to another
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Low furniture and shelves allow children and adults to see from one center to another
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Each center has enough room for many children to play
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In all centers the materials are grouped by function or type and children can reach the materials without adult help
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All materials in the centers are labeled using many different types of labels
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Most of the materials in the room are open – ended
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The classroom provides many manipulative materials in all areas
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Materials include many real items
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Many materials appeal to multiple senses and include both natural and manufactured materials
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There is a plentiful quantity of materials in all areas
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Many multiple sets of materials are available so that several children can play at the same time.
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Materials reflect the home and community cultures, along with a wide range of non-stereotyped role models
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Multicultural materials are integrated into the classroom
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Children’s art work is displayed neatly and respectfully
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All displays of children’s work consist of creations stemming from children’s interest
Posted: - evacuation plans, lesson plans, daily routine, hand washing directions, Classroom rules ( no more than 2 or 3), Student
and parent sign in and sign out sheets, Snack and meal menus and guidelines, CHILDREN’S ALLERGIES, medication list,
Adult made displays always reflect or depict children’s interests and experiences
CURRICULUM
Inspiration from Reggio Emilia
The faculty and staff of the Child Development and Learning Laboratory and the Human Development
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and Family Studies area are exploring a curricular approach modeled after the schools of Reggio Emilia,
Italy. There are several ideas integral to this approach that we believe contribute to building some of
the highest quality environments in which young children can learn. In this approach, the child is
viewed as strong, rich and capable. Children, teachers and parents work together to construct
knowledge rather than the teacher trying to impart their own knowledge. The child collaborates
actively with peers, adults, and materials in the environments that they explore the world around
them. Also key to this approach is the use of a beautifully designed and organized environment to
support exploration. Teachers and parents are viewed as partners, nurturers and researchers, and they
work together to present the thinking of the children and adults through documentation of children’s
work.
Within this approach, teachers encourage children by questioning, supporting their interests, engaging
in conversations, investigating side by side with children, providing creative opportunities for children
to document their understanding and showing appreciation for children’s work. These interactions
allow teachers to introduce new and varied vocabulary that occur during all parts of the daily routine,
and are emphasized during group meetings and within the project work that engages small groups of
children during their free play. As teachers use their knowledge of children and their social
relationships, interests, ideas and skills, they are able to tailor the types of learning opportunities
provided to individuals and to small groups who share similar interests.
As projects emerge within the classroom, teachers help children question and investigate, and they
provide materials and opportunities for children to expand upon their experiences until they are
satisfied with what has been learned and accomplished. Throughout this process, teachers make
connections to developmental skills and record these connections on lesson plans, in newsletters,
within displayed documentation, and on narrative observational records. This process varies by project
and could last days, weeks and even months. Teachers also incorporate “wait time” when appropriate
and help children revisit their experiences through conversations, reflections, and visits to the
documentation that is on display.
Families are a crucial component of a Reggio inspired approach to early childhood education and the
CDLL is dependent upon their contributions. It is the desire of the CDLL that each classroom and the
activities occurring within it are reflective of the families of the program. We believe that this keeps
learning connected to the greater community and that it is beneficial to each individual child as they
participate in an environment that values the traditions and contributions of each family. At the time
of initial enrollment in the program, families will be asked to complete a Family Survey. This tool is
used to gather information about each family’s traditions, culture, language and special interests and
skills. The information is then used throughout the year as tool to invite parents to share information
and experiences with the children and teachers in the program so that it can become an integral part
of the curriculum and of children’s learning experiences. On a weekly basis, as teachers begin to plan
for the upcoming week, they again question the ways in which families can be involved in the near
future (a question typed right onto the CDLL lesson plan). Teachers also use newsletter updates,
classroom documentation, informal conversations and both teacher and parent initiated contact in
order to intentionally build the strong relationships with families that are necessary to the children’s
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success and to the success of the program.
Creative Curriculum
While we are a program that is engaged in the always evolving process of incorporating the values of
the Reggio inspired approach to early childhood education, we began this process while implementing
the Creative Curriculum, and we believe that it is the culture of our state and country to tie children’s
learning to standards. The Reggio inspired approach is rich in the documentation of children’s learning
and development and we believe that it truly is the best approach for this program to follow in its
support of all children. This approach does however involve a more intense study of the enrolled
children and their work in order to understand the extent of their learning. In an effort to continue our
close relationships with parents and with our more extended community which includes various
funding agencies such as the Michigan Department of Education and the Federal Head Start Program,
the CDLL is committed to additional ways of documenting classroom curricular activities and children’s
learning within recognized and highly regarded frame-works. Each Friday, as classroom teaching teams
review the prior week’s learning experiences, they will indicate on lesson plans how the various
activities supported the Creative Curriculum framework and it’s developmental areas, goals and
objectives (see description below in Assessment of Children). There is also a place on the lesson plan
for the teaching team to indicate several standards covered within Michigan’s Standards of Quality in
Preschool Programs. Both the Michigan Standards and the Creative Curriculum Implementation
Checklist are also used to review and assess classroom climates.
What is the difference between Head Start and the Tuition Preschool Within the lab
setting, there are three different programs. The Tuition program is for three or four year old children
from the University or the community in which parents pay for their children to attend a four day per
week preschool session. The Head Start Program is a free federally funded program serving children
who are three or four. This program serves children who meet income qualifications and gives priority
to parents who are full-time students. Each program focuses on supporting the individual child, helping
them to learn and grow. Teachers meet regularly to plan goals for all programs in the laboratory, and
implement those goals through high quality programming.
Routine
Every classroom within the CDLL has a carefully planned routine that allows the children to anticipate
normal daily activities. The daily routine is posted in the classroom and is meant to guide classroom
activities, but is flexible based on the needs of the children each day. While each classroom’s routine
may vary depending on the personality of the group, every routine will include the following:
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Outdoor play
Group meeting and planning
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Time for children to work in small groups
Free choice/Centers
Recall
Ample time and support during transitions
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Connection with the Departmental of Human and Environmental Studies
The Child Development and Learning Laboratory is a member of the Central Michigan University
Community. The current facility is located on the central south area of campus. The CDLL considers the
various members of the CMU campus as its most immediate neighbors and seeks to build mutual
relationships with them. To that end, a majority of program field trips will utilize campus resources,
program administration will represent the CDLL on various campus committees, and campus faculty
and students are invited to share knowledge and skills with the CDLL children. All decisions guiding the
philosophy and curricular approach of the CDLL will also be made with the guidance of the faculty of
the Human Development and Family Studies area of the Department of Human Environmental Studies.
Student Positions in the CDLL
As a laboratory preschool, there are several CMU courses that have lab requirements including
placement within the CDLL. These include HDF 303, 402 and 409. A brief description of the role of each
student is found below. While HDF 303 students do not engage with children during their lab
placement, HDF 402 and 409 students have extensive contact with the children. Because of that
contact, they are required to complete several stages of orientation prior to working with the children.
These orientations include an online orientation, which is required prior to registering for the course,
and an on-site orientation during the first week of classes each semester. Information covered during
these orientations includes (but is not limited to):
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Documents required for student files
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Health policies
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Emergency procedures
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Child abuse and neglect policy and screening statement
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Child abuse reporting procedures for students/volunteers
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Criminal History Screenings
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Michigan licensing regulations and requirements
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Safety policies
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Confidentiality
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Guidance and classroom management techniques applicable to their role
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Staff/student handbook review
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Program materials inventory and tour of program
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Readings on guidance and curricular philosophy
Ongoing training on these and other topics occurs on a weekly basis within the lecture component of each course.
HDF 303
HDF 303 students focus on observing the development of the young child. They choose a child at the
beginning of the semester and complete a variety of developmental checklists and practice recording
anecdotal records. We will post an updated class list with the child’s first names and birth dates in each
booth for the students to use. At the beginning of each semester, the students receive a tour of the
lab. HDF 303 students also observe on the playground and will be instructed to use the benches, picnic
tables or steps for observing. HDF 303 students are discouraged from engaging in conversation and
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play with the children or parents, and are to concentrate on observation only.
HDF 402
HDF 402 students participate in the Lab once per week during the regular semester and twice per week
during the summer session. These students begin the semester with a basic knowledge of child
development and guidance, and then learn and practice positive guidance techniques as the semester
progresses. This is done under the watchful and supportive eye of the CDLL teachers. These techniques
include positive body language and placement, reflections, offering choices, appropriate
consequences, and follow through. Throughout the semester, the students practice these skills and
complete lab reports which help them build upon and internalize those skills. Staff and families are
reminded that the CDLL is a training facility, and that students should not be expected to have all the
skills taught in this guidance course until well into the semester, and even then, they are still beginners. While in the classroom, HDF 402 students also support the ongoing activities of the classroom, as
much as someone in a paraprofessional or assistant teacher role would do. The Personal Message and
Complete Guidance Sequence taught in this course and used by these students, the HDF 409 students
and the CDLL teaching staff include the following steps:
1. Reflection
2. A. Reaction B. Cause of the Reaction C. Reason
3. Rule
4. Pause
5. Warning
6. Pause
Follow Through
HDF 409
HDF 409 students are completing their student teaching practicum and are in the classrooms each day
of the week. Students in this course are required to plan significant amounts of teaching activities and
have a variety of classroom management responsibilities. These student teachers have access to all
supplies, materials and resources of the CDLL. HDF 409 students are also responsible for cleaning and
helping with community areas such as the kitchen and getting out/putting away materials in an
organized fashion.
Pre and post sessions
In each classroom, pre and post session are important parts of the day for students and staff working
in the Lab. This time is used by the classroom team to briefly share observations of the days’ activities
and children’s emerging interests. Using this assessment of the children’s interests and activities, plans
are made for the next day and the lesson plan is completed. The front doors will be locked until the
beginning of school and parents are encouraged to pick up their children promptly in order to allow for
these important sessions to take place. These sessions should be facilitated by CDLL teaching staff as
they are designed as a learning tool for students and demonstrate the immediate usefulness of
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ongoing child observation and assessment in planning appropriate classroom activities.
Staff Training Plan
All teaching staff at the CDLL are highly educated, having earned a minimum of a bachelor’s degree in
child development, early childhood education, elementary education with an early childhood
endorsement or equivalent. Because of this educational foundation in age related development,
administrators prefer to leave annual staff training opportunities flexible to the interests and particular
needs of the individual staff member. Staff is required to attend a mini-mum on one professional
conference each year. In addition, there are monthly in-service meetings as well as more in-depth inservice trainings which occurs in August, December, January, May and June of each year (during times
in which children are not in attendance). These trainings are led by the Lab Director, Faculty Director
and Program Assistant as well as by any consultants hired by the program. Annual topics covered
within the program’s in-service meetings/training include but are not limited:
 Standard First Aid including coverage of infants, children and adults (every 3 years, current
certification is always required)
 CPR including blocked airway and rescue breathing for children
 Blood borne Pathogens
 Team Work (2 times each year)
 Mentoring College Students
 Classroom/Program Quality Assessment (using and completing the PQA)
 Child Assessment using the Creative Curriculum online assessment tools (including recording
observational records, completing the Individual Child Profile, creating child progress reports
for parent/teacher conferences, and creating and using the classroom summary chart)
 Evaluation of children’s progress using the classroom summary chart to set classroom/teacher
development goals for the upcoming school year
 Being and becoming a Reggio Inspired Program, including the program’s philosophy, shared
values and goals
 NAEYC Early Childhood Program Standards
 Updates and changes to Michigan Licensing Rules for Child Care Centers
Working with diverse families and involving all families in meaningful ways all approved staff training
and professional development activities are financially covered by the program including the costs of
travel. Typically, program administrators will select a state and national conference for the group to
attend, and will close the program in order to allow for all staff to work, learn and develop together.
Individual staff members are also encouraged to select other forms of staff development in relation to
the staff development goals outlined during the staff “conversation” and to participate in community
partnerships. If these activities occur during the school day, program administrators will arrange for
coverage in the classroom. Staff are also given time every Friday to meet as a teaching team without
children in order to discuss children’s weekly activities and interests, to plan, to discuss and document
child progress, to work in their offices and to participate in professional development and community
partnership activities.
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Community Collaborations and Connections
A strong component of both a Reggio inspired approach and of NAEYC accreditation is that the
program and program staff build community collaborations and connections. To that end, staff and
administrators are encouraged to do the following and will be supported as fully as possible by the program in the process:
 Develop partnerships and professional relationships with agencies, consultants, and
organizations in the community that further the program’s capacity to meet the needs and
interests of the children and families that they serve. Staff is encouraged to remember that the
programs most immediate community is the university, so these relationships include
faculty/staff/students from other departments, programs and services that meet the needs
and interests of the children and families.
 Encourage continuity of services for children by communicating with other agencies and
programs to achieve mutually desired outcomes for children and to guide collaborative work.
The most common agencies and programs include the Gratiot/Isabella Regional Education
Service District, the local elementary schools, child care centers which serve the same children,
and the Isabella County Michigan Great Start Advisory Committee.
Identify and establish relationships with specialized consultants who can assist all children’s and
families’ full participation in the program including support for children with disabilities,
behavioral challenges or other special needs. Most consultants serving children with special
needs will come from the Gratiot/Isabella Regional Education Service District, but may also
include faculty and staff from various university departments including Communication
Disorders, Foreign Languages, and Special Education.
 Advocate for the program and its families by creating aware-ness of the program’s needs
among community councils, service agencies and local governmental entities. Again, this occurs
most often within the campus community as pro-gram needs are shared with the Department
of Human Environmental Studies and with the College of Education and Hu-man Services. Other
activities within the local community might include grant applications to the Mt. Pleasant
Community Foundation, to the local MEEMIC office and within local businesses.
 Gather information from stakeholders in planning for continuous improvement, building
stakeholder involvement in the program, and broadening community support for the program.
The CDLL’s biggest stakeholders come from the program families and the university community
and involve the various departments that utilize the CDLL for student assignments and
research. In addition, the university’s development office and college’s development officers
are stakeholders in securing funding for ventures such as raising capital funds for the building of
a new facility. Since a recent relationship has been established with the Morey Foundation as a
major donor for the new facility, they should also be involved in the program whenever
possible and at a minimum should be invited to an annual exhibition of the documentation of
children’s work.
 Use their knowledge of the community and the families it serves as an integral part of the
curriculum and children’s learning experiences through use of campus and community field
trips and guest speakers.
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Connect with and use the community’s rural and tribal cultural resources in classroom
experiences, through field trips, and through invitations to guest speakers.
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Engage with other community organizations and groups to co-sponsor or participate in cultural
events to enrich the experience of children and families in the program such as the Michigan
Story Festival, visits to cultural displays at the Clarke Historical Library, and encouraging
participation in the Saginaw Chippewa Indian Tribe’s annual Pow Wow that takes place on the
CMU campus.
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Participate in local, state, or national early childhood education organizations by joining and
attending meetings and conferences. All staff are required to participate in the Mt. Pleasant
Association for the Education of Young Children’s (MPAEYC) governing board and attend and
participate in the board meetings as well as association sponsored activities and events. Staff is
also encouraged to submit proposals to present at the annual MiAEYC and/or NAEYC
conferences.
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Participate regularly in local, state, or regional public-awareness activities related to early care
and education. This is most often done through MiAEYC’s annual Month of the Young Child in
April but also includes the public policy activities of MPAEYC.
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Participate with families to work together to participate in and support community
improvement or advocacy projects. This is most often done through completion of classroom
annual service learning projects that incorporate the involvement of program families as well as
through Month of the Young Child community activities.
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Participate in joint and collaborative training activities or events with neighboring early
childhood programs and other community service agencies. This most often occurs through the
Isabella County Michigan Great Start Advisory Commit-tee, through state training from the
Michigan Great Start Program (Michigan Department of Education and High Scope Educational
Research Foundation), as training offered through Mt. Pleasant Association for the Education of
Young Children, and through flyers circulated describing training conducted through the
Gratiot/Isabella Regional Education Service District.
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Participate in community or statewide interagency councils or service integration efforts. This is
most often done through participation in the Isabella County Michigan Great Start Advisory
Committee, Mid Michigan Community College Early Child-hood Advisory Committee, and
Gratiot/Isabella Regional Education Service District IEP team meetings.
CLASSROOM COMMUNITY
A priority of the Child and Development Learning Laboratory is to help the children build community
with all members of the classroom. This is done in many ways, but significant efforts are made towards
this purpose through the daily group meeting. This gathering of all classroom members is casual in
nature and is focused on involving children in conversations designed to learn about their interests,
thoughts and ideas. Children are also involved in making decisions about their plans and activities and
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in establishing classroom rules. Throughout the daily routine, teachers also support this community
building by helping children talk about their own and others’ emotions, and by providing opportunities
for children to explore feelings and the expression of feelings. Teaching staff also model turn taking,
sharing and caring behaviors; help children negotiate their interactions with one another and shared
materials; engage children in the care of their classroom; ensure that each child has an opportunity to
contribute to the group; encourage children to listen to one another; encourage and help children to
provide comfort when others are sad or distressed; and use narration and description of ongoing
interactions to identify pro-social behaviors.
Teachers and Children
In order to build positive relationships between teachers and children, teaching staff will:
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Foster children’s emotional well-being by demonstrating respect for children and creating a
positive emotional climate as reflected in behaviors such as frequent social conversations, joint
laughter, and affection
Express warmth through behaviors such as physical affection, eye contact, tone of voice, and
smiles
Are consistent and predictable in their physical and emotional care of all children
Encourage and recognize children’s work and accomplishments
Function as secure bases for children
Evaluate and change their responses based on individual needs
Vary their interactions to be sensitive and responsive to differing abilities, temperaments,
activity levels, and cognitive and social development
Support children’s competent and self-reliant exploration and use of classroom materials
Never use physical punishment and do not engage in psychological abuse or coercion
Never use threats or derogatory remarks and neither withhold nor threaten to withhold food
as a form of discipline
Talk frequently with children and listen to children with attention and respect
Respond to children’s questions and requests
Use strategies to communicate effectively and build relationships with every child
Engage regularly in meaningful and extended conversations with each child
Teachers check frequently on children and supervise children mainly by sight, keeping a global view of
the classroom
Children
In order to help children make friends, to promote self- regulation, and to create predictable,
consistent, and harmonious classrooms, teaching staff will:
 Support children’s development of friendships and pro-vide opportunities for children to play
with and learn from each other;
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Support children as they practice social skills and build friendships by helping them enter into,
sustain, and enhance play;
Assist children in resolving conflicts by helping them identify feelings, describe problems, and
try alternative solutions;
Guide children who bully, isolate, or hurt other children to learn and follow the expectations of
behavior within the classroom community;
Facilitate positive peer interaction for children who are socially reserved or withdrawn and for
those who are bullied or excluded;
Counter potential bias and discrimination by treating all children with equal respect, by
initiating activities and discussions that build positive self-identity and teach the valuing of
differences, by intervening when children tease or reject others, by providing models and visual
images of differences that counter stereotypical limitations, and by avoiding stereotypes in
language references;
Promote pro-social behavior by interacting in a respectful manner with all staff and children
including modeling turn taking, caring and sharing, helping children negotiate their interactions
with one another and with shared materials, en-gaging children in the care of their classroom,
ensuring that each child has an opportunity to contribute to the group, encouraging children to
listen to one another, encouraging and helping children provide comfort when others are sad or
distressed, and using narration and description of ongoing interactions to identify pro-social
behaviors; and help children manage their behavior by guiding and support-ing children to
persist when frustrated, play cooperatively with other children, use language to communicate
needs, learn turn taking, gain control of physical impulses, express negative emotions in ways
that do not harm others or them-selves, use problem-solving techniques, and learn about self
and others
Physical Environment
Furnishings
Individual space is provided for each child’s belongings
 Hand washing sinks are provided in each classroom and in all bathrooms
 Child size tables and chairs are located in every class-room
 Each child is provided with their own mat in the class-rooms.
Provisions are made to allow children with special needs to fully participate in the classroom
Equipment
All equipment should be in good repair. If something breaks tell the office staff so it can be replaced
 Within each classroom there is a variety of developmentally appropriate materials such as: a
variety of dramatic play items, sand and water play, blocks, sensory items, puzzles, books,
manipulatives, play dough and clay, paints, markers, crayons. All supporting the different
developmental areas. Gross motor equipment should also be available daily.

The required amount of surface is provided under the out-door equipment. This is checked
throughout the year to keep children safe.
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Materials
Staff organizes and groups materials on low shelves so children can work independently
 Materials are extended or rotated weekly
 Quantities are checked regularly to insure that there is sufficient materials for groups of
children to play
Each room should provide ample room for children to move freely from area to area
Room Arrangement/Space
The space in each classroom is arranged so that adults can supervise children by sight and sound at all
times. Spaces in the classroom encourage children to work at centers individually, with friends, and in
small groups, and there is at least one space where the whole group can have large group meetings. All
areas/centers of the classroom are labeled with names that are used by the children and adults in the
classroom. These labels include a mix of words and photos. Materials are organized within each center
in a way that encourages free exploration by the children. They are accessible to the children and the
shelves/counters are labeled in order to encourage easy clean up by the children. Each teacher will
adapt the classroom and the room arrangement as necessary in order to accommodate individual
special needs.
Adult space within the center is arranged to recognize the importance of each staff member. Every
staff member has a desk in a shared office space where they can keep working materials as well as
personal items. While this space and equipment belongs to the university, staff is encouraged to
personalize the space and make it comfortable. There is also a staff work room where individuals and
small groups can meet to eat, have discussions, and work on documenting children’s work. The main
hallways of the building have an adult public restroom if needed.
It is the responsibility of all adults working in the CDLL (including CMU students) to observe all areas of the facility in order
to take steps to correct and or avoid unsafe conditions. Prior to the children’s arrival each day, both indoor and outdoor
areas should be inspected and any debris should be removed. Any items in disrepair should be reported to the CDLL lead
teachers, office personnel or administrators so that a work or-der can be placed to correct the problem.
Parent Area
The CDLL welcomes parents and families in many ways and staff members are always encouraged to
work towards continuous improvement in this area. The main entry to the program includes a wipe off
board where program and community events are announced. Also located within this area, are
parenting books, children’s books, magazines, videos and DVD’s that families can borrow. Teachers in
each classroom also display current newsletters and other classroom information in this entry area.
Outside the entry to each of the four CDLL classrooms are also areas designated for parents/parent
figures. All CDLL classrooms have designated space to display the current lesson plan, daily routine,
events planned for the day, photos of the teaching staff, child sign in/out forms, and updates about
projects that are ongoing in the classroom. Families are always welcome to spend time with their child
in the classroom environment, and displays around each classroom include project photos/descriptions
and photos/information about each child and their family. Families are also welcome to observe their
child interacting within the classroom environment by visiting the observation booth attached to their
child’s classroom. This allows parents to observe their child and the environment without influencing
16
the behavior of their child or the classroom staff/students. We ask that parent’s use the sign in and
sign out sheets that are available in the observation booths.
Ambiance
We believe that the environment should support children as they pursue their interests and explore; in
essence, it should work as an additional teacher in the classroom. It should invite wonder, investigation
and curiosity, should be comfortable, and should be cared for and clean. Essential to creating this kind
of environment is the use of a variety of natural, low and colored light, mirrors, prisms, fabrics, warm
colors, scents, inviting sounds, and much, much more.
Access
It is the desire of the faculty and staff of the CDLL to make the facilities accessible to all staff, students,
families and children. Doors to the main entry, playground and one class-room can be operated by
remote control. Use of playground areas and equipment are also accessible with the support of caring
adults. In addition, teachers and administrators will make immediate changes to any CDLL classroom
environment that requires further accessibility based upon individual needs of those staff, college
students, children and families enrolled. Any modifications requiring changes to the physical space will
be reviewed by the university’s Center for Student Disability Services and Facilities Management.
Emergencies and Safety
Program staff will:

Protect children and adults from hazards including electrical shock, burns or scalding, slipping,
tripping or falling
 Make sure that floor coverings are secured to keep staff and children from tripping or slipping
 Make sure that corridors are well light, with unobstructed
and visible paths for entering and exiting as well as clearly marked regular and emergency exits
 Make sure that emergency lighting is available
 Keep fully equipped first-aid kits readily available for each group of children including the
outdoor first aid kit located on the playground
 Ventilate areas that have been recently painted, carpeted, tiled or otherwise renovated before
they are used by children
Keep fully working fire extinguishers available to each class-room.
The classrooms located within the main CMU building use the building wide fire alarm system which is
monitored and tested by CMU officials according to their policies and regulations.
Environmental Health
According to NAEYC Accreditation Standards, the following must occur:
 Documentary evidence, available on site, indicates that the building has been assessed for lead,
radon, radiation, asbestos, fiberglass, or any other hazard from friable material. Evidence exists
that the program has taken remedial or containment action to prevent exposure to children
and adults if war-ranted by the assessment
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
Program staff protect children and adults from exposure to high levels of air pollution from
smog or heavy traffic by limiting outdoor and physical activity as a precaution during smog or
other air pollution alerts
 The program has taken measures in all rooms occupied by children to control noise levels so
normal conversation can be heard without raising one’s voice
All rooms that children use are heated, cooled, and ventilated to maintain room temperature and
humidity level. The maintenance staff or contractor certifies that facility systems are maintained in
compliance with national standards for facility use by children
 The facility and outdoor play areas are entirely smoke free (CMU has a smoke free policy). No
smoking is permitted in the presence of children
 Areas used by staff or children who have allergies to dust mites or to components of
furnishings or supplies are maintained by the program according to the recommendations of
health professionals
The program maintains facilities so they are free from harmful animals, insect pests, and poisonous
plants. Pesticides and herbicides, if used, are applied according to the manufacturer’s instructions
when children are not at the facility and in a manner that prevents skin contact, inhalation, and other
exposure to children. The program uses the techniques known as Integrated Pest Management (IPM)
so the least hazardous means are used to control pests and unwanted vegetation
Pest Management Procedures
 The program maintains facilities so they are free from harmful animals, insect pests, and
poisonous plants. Pesticides and herbicides, if used, are applied according to the
manufacturer’s instructions when children are not at the facility and in a manner that prevents
skin contact, inhalation, and other expo-sure to children. The program uses the techniques
known as Integrated Pest Management (IPM) so the least hazardous means are used to control
pests and unwanted vegetation.
 In order to inform families of pest management programs
A notice will be posted in the entry way to the classrooms prior to the application of pesticides. It will
include the target pest, the approximate location, the date of application, center contact information
and the toll-free number for national pesticide information.
r to the application of pesticides. It
will include the target pest, the approximate location, the date of application, center contact
information and the toll-free number for national pesticide information.
Any area that is treated with pesticides will not be used by children for at least four hours or longer if
required by the directions indicated on the pesticide label.
(this handbook serves as yearly notification as required by State licensing)
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FAMILY INVOLVEMENT
Philosophy
In the spirit of a Reggio inspired approach to education, we believe that the participation of parents
and other significant adults in the school life of a child is essential and occurs in a variety of ways. The
exchange of ideas between these adults and the teachers supports an integration of different
understandings which can only serve to benefit the child who gets to thrive and grow in the kinds of
environments where parents and teachers work together as partners. To that end, program staff will
intentionally use a variety of strategies to learn from families about their family structure; their
preferred child-rearing practices; and information that families wish to share about their
socioeconomic, linguistic, racial, religions, and cultural back-grounds. They will begin this from the first
contact and will maintain the learning strategies over time. Staff will actively use this information to
adapt the program environment, curriculum, and teaching methods to support the families they serve.
ALL families, regardless of similarities and differences are welcome and desired to be included in all
aspects of the program and it is the desire of program staff to share individual and family interests and
skills with their child’s classroom community. Families may visit any public or classroom area of the
facility at any time during the regular hours of operations and are encouraged to so. Specific meetings
with classroom teachers however, need to be scheduled at a time when they are not required to be in
the class-room with children.
Throughout each school year, staff will use a variety of methods to communicate with families about
the program philosophy and curriculum objectives, educational goals, and effective strategies that can
be used to promote children’s learning. Some of these strategies include home visits, parent/teacher
conferences, open houses, family events, program newsletters and classroom updates, materials and
announcements in each classroom’s family area, com-munity flyers, and the family handbook.
When difficulties arise between family members and program staff, we will use a variety of techniques
to negotiate those difficulties in a way that allows each member the opportunity to share their
concerns, philosophy, and suggested alternate approach. These negotiations will occur in English
unless the family has indicated at enrollment or during the difficulty that they do not speak English.
The CDLL supports the practice that individual parties always attempt negotiation amongst themselves
as a first step. Only when those negotiations falter, should additional parties be included. This includes
the involvement of other CDLL staff and administrative members as well as the involvement of any
additional CDLL families or community members.
Resource Materials
In the effort to develop strong relationships with families, CDLL staff will attempt to provide resources,
support and information to the families of the children enrolled in the program including information
about programs and services from other organizations. This will begin early in the year, when families
receive the community resource book which includes the names and contact information for local
programs that support children and families. This will also include display and distribution of flyers and
newsletters provided by other service agencies in the community. This may also involve less formal
systems such as through daily conversations. The information provided is in English unless the family
indicated at enrollment that they do not speak or read English.
Staff will encourage and support families to make the primary decisions about services that their
children need, and encourage/help families to advocate for and/or to obtain needed services. Staff is
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also able to support family’s efforts to negotiate health, mental health, assessment, and educational
services for their children. Each year, during the spring semester, the program will also share
information about local elementary schools, their kindergarten programs, and round up information.
As children transition out of the CDLL and into another program (including other early childhood
programs, kindergarten and special education programs), staff will support that process by providing
information, by attending meetings or making phone calls when requested, and through other means
as determined helpful by the staff and family members.
Communication
The staff of the CDLL is dedicated to opening a variety of ongoing lines of communication with the
families of the enrolled children. This communication takes place on a weekly basis in a variety of ways
including conversations, daily informational communication boards in the classroom; parent update
notes, and center email letters. This communication has many purposes including that of helping
transition the child between school and home, supporting concerns of family members, sharing the
child’s developmental progress, sharing information about services and events in the community,
sharing information about classroom rules/expectations/routines, and more. If you have a concern
that you would like to share with our Director, Margaret Desormes, please call 774-1987, email
desor1me@cmich.edu or go to:
https://centrallink.cmich.edu/academics/educ_humanservices/human_env_studies/CDLL/Pages/Cente
r-News%5B1%5D.aspx and click on the submit feedback button on the right side of the page.
Program staff will also share any concerns about developmental delays or other special needs with
families in a sensitive, supportive and confidential manner and will provide them with explanation for
the concern, suggested next steps and information about resources for more formal assessment.
Families are also welcome and encouraged to maintain ongoing communication with the school.
Valuable information would include the results of observations from home, children’s
accomplishments and difficulties, and information about the child’s progress.
Confidentiality
Upon enrollment, parents will sign forms indicating who will have access to their child’s information.
These adults may include all program teaching/office/administrative staff, special services
consultants/therapists, CMU student teachers, licensing/grant/accreditation auditors, and partners
who provide the programming for the classroom such as EightCAP, Inc. Before sharing information
about a specific child with other providers, agencies, or programs, CDLL staff will obtain written
consent from the family. CDLL administration stresses the importance of confidentiality with all
members who have and know information about the children enrolled in the program.
Family Values and Practices
The CDLL values and respects the ways that families define their own race, religion, home language,
culture, and family structure, and will gather information from families about these definitions in order
to support them. Whenever possible, teachers will work with families to develop and maintain each
child’s home language while also supporting growth in the English language. When professional values
and practices different from family values and practices, teachers will work with families to help
children participate successfully. This collaborative process is intended to establish mutually satisfying
solutions that staff can then incorporate into classroom practice and if English is not a language
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understood by the family, staff will make every effort to engage an interpreter in the conversation.
CDLL seldom, if ever, uses T.V. or movies with the children. In the case that we decide to show a movie
as a special event we will try to let parents know ahead of time. If this is not possible, the movie will be
a G rated movie chosen from a list of 4-6 movies approved by the Family Council.
Family Events
Family meetings and activities will be planned throughout the year in the Lab. These activities range
from structured family meetings and orientations, to documentation work sessions and social
activities. It is the intent of the CDLL that these activities not only share information about the program
and its philosophy, but also provide opportunities for families to meet with one another on both a
formal and informal basis. These activities consider each family’s shared interests and skills, schedules
and availability, and strive to include ALL program families. When possible parents are encouraged to
help plan these events.
From time to time, students and faculty from the Human Development and Family Studies department
may also plan parent meetings, parent classes and other family activities. As a laboratory preschool
program, we encourage families to attend these events whenever possible in order to promote the
learning that occurs on all levels within a multifaceted program.
Finally, CDLL staff participates in and support community projects and advocacy projects. When the
opportunity arises, staff will share community information with families so that they may also
participate.
FAMILY COUNCIL
CDLL parent leadership opportunities include Head Start Policy Council, the Great Start Parent
Collaborative, and the CDLL Family Council.
These groups meet at different times (day and evening), so that parents can join the committee that
best fits their schedule. The CDLL Family Council has been created to give our parents an opportunity
to be involved in their child’s preschool education. For the 2013/2014 school year, the Family Council
will be meeting on the following dates from 5:30-6:30pm. The CMU Student AEYC will be available for
child care if needed. Sign-up will be on the Family Council board in the CDLL hallway.
September 26
October 24
November 28
February 20
March 20
April 17
We will have a parent rep from each pod that serves as the main contact for parents regarding
information for the Family Council.
Child Assessment
Each semester, all classroom adults work on a daily basis to observe the children, record that
information, and then use it to learn about where each child is developmentally and what kinds of
21
experiences can support their continued development in a way that supports the diverse family
backgrounds of the enrolled children. Here is a brief outline of our activities:
 Observe children daily, recording written objective records of what children are doing and
saying.
 Gather samples of children’s work (sometimes we keep the work and sometimes we
photograph, copy or scan it for our documentation).
 Photograph children as they work within the program.
 Record and transcribe some pre-selected discussions.
We believe that gathering information as children engage in their normal routine is much more
effective and accurate than giving them a test! As we gather all of this information, we not only share it
with parents through classroom documentation and newsletters, we also record all relevant
information on our secure online assessment program, TeachingStrategies.net. This program allows us
to store information, track children’s growth, complete an assessment titled the “Individual Child
Profile,” prepare parent reports for conferences, and coordinate the data of all of the children in the
classroom in order to help with future planning and goal setting for individuals and for the class as a
whole. The report that we share at parent teacher conferences is generated through this program and
is a summary of the assessment that we conduct on your child. Our teachers have all been trained in
completing this assessment, and participate in annual staff development days focused on using the results of the assessment for classroom planning and goal setting. In fact, they participate in training the
college students while they work in the classroom! If parents would like to view a copy of the
assessment tool that is used by our program, they can ask the classroom teachers or stop by the
program office (EHS 146A) to pick up a blank copy.
We believe that assessment should be painless for children (and in reality, they should be unaware
that it is occurring at this young age). We also believe in the value of focusing on what children CAN do. As
we meet with parents to share a summary of the results, we will share their strengths in areas including
social/emotional, physical, language and cognitive development. We will also set a few goals for
continued growth. It is our hope that parents will also help us in sharing some of their goals for their
child so that we can support them at school.
As mentioned before, this information is stored on our secure website at CreativeCurriculum.net. The
only people who have access to these online records are CDLL staff members including teachers,
assistants and administrators, and the CMU students in the classroom who must record and enter
observations at the website. Any paper copies of assessment information will be stored in each child’s
file in the locked CDLL program office. Those adults who are here to support a child’s growth may have
access to these records including CDLL staff and administrators, CMU student teachers, and
collaborative partners specific to the child including any therapists and special program personnel. In
addition, the information may be briefly reviewed, on occasion, by consultants from the State of
Michigan, from Child Day Care Licensing, or from NAEYC Accreditation for the sole purpose of verifying
that this program consistently completes and records appropriate child assessment.
Parent Teacher Conferences and Home Visits
Throughout the year, each family will receive several contacts with teaching staff – two parent/teacher
conferences and one or two home visits. The first home visit takes place prior to the school year
beginning and allows the teacher to introduce themselves as well as a few classroom materials to the
22
child and family as well as learn about each child’s current stages of development. This is also a great
time to complete last minute paperwork. The two parent teacher conferences are intended to share
children’s developmental and classroom progress with the family. Prior to these conferences, teachers
review child observations and complete the assessment tool. Information gathered throughout this
process is summarized and shared with the family during the conference. Parents are encouraged to be
a major part of the planning and goal setting process and are encouraged to share and record their
thoughts and goals. The second home visit that occurs is designed to share activities that can occur at
home in order to continue skill building and allows families to again community with staff on a more
formal level about each child’s development. This spring visit is also a time to share information with
families of 4 and 5 year olds about available kindergarten options, practices, visiting opportunities, and
enrollment procedures.
All home visits must also include the completion of the Family Contact Summary and include parent
signatures. Please see the forms section for the Family Contact Summary. These conferences and
reports will take place in English unless the family indicates that the do not understand English.
Surveys
During Home Visits, families are asked to fill out a survey sharing information about each child’s family,
family background, interests, traditions, etc. We gather this information so that the program can
become more acquainted with each child’s family with the purpose of respecting and honoring those
traditions whenever possible. This information also supports teachers as they are looking for special
classroom visitors, field trips, and activities that can be best shared by the family members of the
children enrolled. At least once during each school year, the program will also ask families to
participate in a survey de-signed for program evaluation and improvement. Completing these survey’s
helps the staff see and understand the perspectives of the families and can support growth and change
in the program. Families are always welcome to offer suggestions to classroom teachers and program
staff either verbally, writ-ten, or through the anonymous feedback box located in the entry to the main
building.
Images, Videos and Audio recording
Due to the research and training orientation of the CDLL, video, audio and photo devices are used with
regularity. These pictures may be used to document research, promote the program, create children’s
yearbooks, document college student work, and prepare for professional presentations.
Attendance
Regular attendance is important for your child’s development and for the college classes utilizing the
Laboratory school. Children are expected to come unless they are out of town, ill, or receiving other
services during that time. If a child is absent, parents should call the Child Development and Learning
Laboratory and report the reason for the absence (774-3760). We also request that parents contact
(IRIDE) 772-9441 if their child will not be riding that day.
Withdrawal Policy
Children enrolled in the program are expected to attend the entire academic year. If a child is absent
for three consecutive days without contact, the child’s teacher will call. After five consecutive
absences, the CDLL will send a letter reminding families of the withdrawal policy. If an absence remains
unexplained for a period of 10 consecutive school days, the child will be withdrawn from the program.
23
Re-admission to any CDLL programs is at the discretion of CDLL administrators.
Calendar
The Child Development and Learning Laboratory follows the University calendar, but will typically start
one week after the CMU start date and children will also not attend during final exam week; however
parent/teacher conferences are usually scheduled this week. The University sometimes closes for
severe weather. Please see the closure policy in this handbook.
Program Times
Monday through Thursday 8:45—3:15pm
Child drop off times are between 8:45—9am
Child pick up times are between 3-3:15pm
all programs provide the children with Breakfast, Lunch, and Afternoon snack.
Tuition costs and payment schedule
Non-refundable enrollment fee of $50 is due at time of enrollment.
Tuition is currently $2700 per year.
There are 6 payments of $450 that are due Sept. 4th, Oct. 4th, Nov 4th, Feb 4th, Mar 4th and Apr 4th.
Pick-Up and Drop off Times
It is important that you pick up your child promptly at the scheduled time. We have built in a 15 minute
period before and after each session for your convenience. Children cannot be picked up late or
dropped off early. The doors to the classroom will not open until the designated time. Children who
are picked up late will be charged a fee. Continuously late families may be asked to leave the program.
If you want to spend a little time with your child at the end of the day you should plan to arrive at least
15 minutes before scheduled pick-up time.
All parents arriving late will be charged a $5.00 fee for every five minutes they are late. This charge will
need to be paid before you will be allowed to leave your child on the next school day. As stated above
if this becomes an ongoing problem you may be asked to leave the
program.
Arrival
Upon arrival at school, families are encouraged to check the dry erase boards at the entrance of your
child’s classroom that will explain the activities scheduled for the day. For safety reasons, the parent or
adult authorized to transport the child must remain with the child until the child has been welcomed
by the teacher or person designated by the teacher to welcome the child to the classroom. Licensing
requires that children be signed in and out every day.
Departure
Please pick your child up promptly at closing time (3:15pm). After the children depart, staff continues to
work with college students and have a very short time period to accomplish a large amount of work. At the
end of each day, parents are encouraged to arrive early and take a moment to chat with the teaching staff
24
regarding your child’s day. We welcome your questions and feedback. If you find that the necessary brevity
of the end-of-the-day exchange leaves you with unanswered questions and/or unaddressed concerns, a
conference may be scheduled with the lead teacher.
Family Parking
Families receive an arrival/departure parking permit that must be displayed on the dashboard of the
car. These permits are good for the parking lot directly outside the Child Development Lab’s main
entrance. The CDLL has worked with the campus Department of Public Safety to create a “free” parking
permit for the parents of our preschool children. We ask that you complete the parking permit form
and we will issue you a parking permit that is good only for parking lot’s 43, 48, 49 and 56 located
outside of the CDLL. The CDLL will no longer be issuing any parking permits for any CMU Faculty or
Staff. If you are currently a CMU undergrad student, or grad student, CDLL can only issue you a CDLL
permit if you have purchased a permit from parking services. Once you receive your CDLL permit it
must be displayed in the window of the vehicle it was issued to whenever you are in our parking lot.
The CDLL is not responsible for any tickets you receive.
Release of Children
Children will be released only to persons authorized by the parent on the Child Information Card. There
must be at least one person other than parents listed on the white card in the event that you are
unable to pick up your own child. If you intend for one of the back-up persons to drive your child to or
from school, it is the parent’s responsibility to notify the child’s teacher, in writing, of your change in
plans. Children will not be released to anyone under the age of 16.
Attendance
Your child’s attendance is important for your child’s development and for the college classes utilizing
the Laboratory school. Children are expected to come unless they are ill, out of town or receiving
other services during that time. If a child is absent, parents should call the Child Development and
Learning Lab (774-3760) or email (cdll@cmich.edu) and report the reason for the absence. If your child
is transported by IRIDE, you must also call 772-9441 and let them know of the absence.
Field Trips
Field Trips are scheduled in accordance with the curriculum plans. IRIDE will be used to transport
children to a field trip that is not within walking distance. Families will be notified of any field trips in
advance, with a contact number and address. Families are always welcome to attend field trips as well.
Clothing
Clothing needs to be comfortable, washable and suitable for a daily routine that often includes messy
and/or active projects. Even when smocks are used, children often get paint and other messy things on
their clothing. Since toilet accidents and spills occasionally occur, a change of clothing should be
brought to school or kept in your child’s backpack.
Outdoor activities are an integral part of the program. Parents are encouraged to help their child dress
25
accordingly to varying weather conditions. Mittens, hats, jackets, snow pants, and boots are important
items of apparel on winter days.
Please be sure to label ALL of your child’s items that come to school (including shoes/boots).
POLICIES
Attendance
Regular attendance is important for children’s development and for the college classes utilizing the
Laboratory school. Children are expected to come unless they are out of town, ill, or receiving other
services during that time. If a child is absent, parents should call the Child and Development and
Laboratory and report the reason for the absence (774-3760). We also request that parents contact
IRIDE (772-9441) if their child will not be riding that day. We also encourage families to bring their
children on time each day. If parents wake up late or have an early appointment and would still like to
bring their child to school they are welcome to do so, but are required to call the front desk at 7743760 to let the CDLL staff and students know that they are coming so we can have an accurate idea of
when the child will be coming in case there is a field trip or breakfast or lunch will be affected.
Confidentiality
Confidentiality is very important at the CDLL. All of our students are instructed on the importance of
keeping information about children and families confidential. They are also expected to sign a form
stating that they understand this policy. We ask that parents who volunteer in the classrooms
understand that they may become privy to certain confidentialities and that this information not be
shared.
Specific Holidays
For Halloween, Thanksgiving, Christmas, Valentines Day, and Easter, the CDLL staff will provide healthy snacks
and developmentally appropriate activities for the children to experience. While we welcome family’s to share
any special components of these holidays that they incorporate into their own family traditions, we ask that
families do not send in food, candy, cards, or costumes.
Halloween costumes have caused many problems in the classroom. Some costumes have been accidentally torn
or gotten dirty keeping the child from being able to wear them later on in the day or for trick-or-treating. Some
children are frightened by costumes and some costumes are just uncomfortable. Please do not send your child
to school in a costume.
For children’s birthdays, CDLL teachers will incorporate their own classroom birthday traditions by making the
day memorable for each child through recognition on the “birthday board” in the lobby and each child receives a
birthday card signed by the CDLL Team. There is no need for families to send in an additional snack. We have
many children with allergies each year and when children cannot eat the special cake or cookies brought in it
causes bad feelings and can also be dangerous in some situations if a child was to eat something they are not
supposed to have by accident.
Please do not bring birthday treats to school.
Diversity in the Curriculum: Teaching “Traditions” at the CDLL
26
It is the responsibility of the teaching staff to be able to identify, and eliminate any teaching practices,
curricular approaches or classroom materials that is degrading with the respect to gender, sexual
orientation, age, language, ability, race, religion, family structure, background or culture.
For the purpose of this policy and classroom practice, the word “tradition” will include and may be
used interchangeably with family traditions as well as family celebrations and holidays.
Purpose
To offer children and CMU student teachers an opportunity to:
 Expand their knowledge of family traditions
 Experience the traditions of families/children in their class-room through developmentally
appropriate activities
 Learn more about and expand upon traditions of children’s interest
 Foster respect for traditions other than their own
 Build a sense of community and togetherness
 Tradition implementation in the classroom
 The goal of implementing family traditions in the classroom is to help the children learn more
about the tradition, not just to celebrate it.
 All traditions will be considered equally important.
Child Development and Learning Laboratory IRIDE Policy
IRIDE is an option open to parents at the CDLL if you cannot transport your child one or both ways to
and from the preschool program. CDLL will pay for the bus services.
For the safety of the children using this program we have worked with IRIDE to create a set of rules:
 Bus service will start only after the teacher has talked face to face with the responsible adult
and that adult has read and signed the IRIDE policy. If you have no other transportation to
school you may ride IRIDE with your child for the first time to talk with the teacher.
 Parents must contact IRIDE to set up pick up and drop off. CDLL will provide IRIDE with the
times.
 Parents must fill out an IRIDE form at the CDLL which will be faxed over as confirmation that we
know your child is riding the bus
 Setting up or making changes to your child’s transportation schedule may take up to 48 hours
to process. Please let us know as soon as possible about any changes that may occur or if you
need to start bus service. Either IRIDE or CMU will get back to you letting you know when the
new bus schedule can begin.
 Drop off and pick up points must remain the same on a weekly basis, calling and making
frequent changes to your child’s busing schedule will not be tolerated it is confusing for the
IRIDE drivers, children, CMU students and our staff.
If IRIDE arrives to drop your child off and no one is home to receive them they will be returned to
school if possible. At this time every attempt will be made to contact parents, and any other adults
named on the white contact card. If parents cannot be located emergency contacts will be called to
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come and pick up the child. However, at the end of the school day teachers leave shortly after the
children to attend meetings and may not be available for IRIDE returners.
After this happens a second time bus service for your child will be cancelled with no opportunity to
reinstate the bus service.
(THIS IS FOR THE SAFETY AND POTECTION OF YOUR CHILD)
 Children must be buckled into a seat and remain seated on the IRIDE bus for the entire ride.
Yelling, Screaming, Hitting and Throwing Things are dangerous. If your child cannot refrain
from these behaviors while on the bus they will lose their bus privileges. Please talk to your
child about bus behavior and we will also stress the importance of bus safety at school.
 Once you have arranged for the bus it is the parents’ responsibility to call (772-9441) and
cancel if your child is sick or not using the bus for that day. CDLL gets charged if you do not call
and cancel and for that reason if you are a “no show” 2 times we will contact you to let you
know that we have been charged. After the third time CMU will no longer pay for your child’s
busing.
Please use IRIDE only if you have no other way to transport your child to and from school. Seeing and
talking to parent’s on a regular basis is an important part of a preschool program, if you can transport
your child please do so.
Medication
Medication, including tranquilizers, sedatives, aspirins, sunscreen, diaper ointment, any other
ointment, dietary supplements, or individual special medical procedures, will be given or applied only
with prior written permission from the parent. Prescription medication must have the pharmacy label
indicating the physician’s name, child’s name, instructions, and name and strength of the medication
and will only be given in accordance with those instructions.
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The caregiver administering the medication must maintain a record with the time and the
amount of any medication given or applied. Forms that provide for parent permission,
directions, and an administration log are available in EHS 146A.
The medication must be in the original container, stored according to the instructions, and
clearly labeled for the specific child. The teaching staff will keep the medication out of the reach
of children, and will return the medication to the parent or destroy it when no longer needed.
Topical medicines including but not limited to lotions and sunscreen: Permission can be signed yearly.
Adults can apply as directed
Health policy
We feel it is very important for children to attend school on a regular basis. Yet, we have to be
concerned about the spread of illness. We serve many children and when germs are brought into the
classroom they spread very quickly. No child will be permitted to attend if they are very ill and/or have
a fever over 101.5, severe cough, diarrhea, or rash. Some diseases will require your child to be
excluded from school until a release is written by a doctor. If your child is displaying any of the
following symptoms, they should not attend:
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*fever
*nasal mucus (yellow or green)
*diarrhea
*unexplained rash
*nausea/vomiting
*earache
*sore throat
*persistent cough (that inhibits play)
*goopy/runny pink eyes
*Has had an injury or illness that involved an emergency room visit, (Please consult with your child’s
teacher or the Lab Director before returning to school.)
If a child is sick throughout the night, please keep him/her home to rest. We appreciate your
cooperation in keeping the children healthy.
Should your child become ill at school, you will be notified to pick up your child as soon as possible.
After every attempt has been made to contact a parent/guardian and we are unsuccessful at reaching
you, we will then attempt to contact the person you have given us to notify in case of an emergency.
Please be sure that all phone numbers on the emergency cards are up to date including the home, cell,
work and emergency contact phone numbers.
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Teaching staff is responsible for reporting observed changes in a child’s health or child
accidents to the child’s parent.
Teaching staff must place a child that is too ill to remain with the group in a separate area
where he or she may be comfortably cared for and supervised until he or she may be taken
home. Any items used by the ill child must be thoroughly cleaned prior to use by any other
person. Items that cannot be cleaned such as play dough must be thrown away.
The program is to immediately contact the family or authorized pick up person so the child
can be taken home.
All care provided before the pickup person arrives should be documented and revealed to
the person picking up
All medications are labeled with children’s first and last name and are in the original
medication bottle
The expiration date is on the bottle and the medicine has not expired
All medications are keep in a locked container or the refrigerator as needed
Teachers are required to go over the procedures with parents knowing exact time, amount
and method of dosage.
Staff administer medications only if the child’s record documents that the legal guardian has
given permission
The child’s records includes instructions from the child’s licensed health care provider or they
may give directions over the phone
Outdoor Play and Safety
While on the playground, safety is of first and fore-most importance. The basic rule on the playground
for children is to be safe and watch out for your friends. Children are allowed to ride the bikes,
scooters, etc. on the cement paths. The sandbox must be covered each night and the bikes and
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materials put away. There are three storage containers on the playground – one for sand toys, one for
balls, and one for pretend play. The picnic tables and benches are for observation students, parents, or
children - not for student teachers or staff. Student teachers and staff are to be located in various
points throughout the playground in order to ensure the safety rules are supported. It is of key
importance to station adults specifically near the entrance to the building during pick up times.
Additionally, teachers sharing the playground at the same time should communicate with each other
regarding any additional specific rules so that they are consistent for the children. Up to two
classrooms can routinely share the playground. From time to time, all four rooms may be outside at
the same time, but this should be avoided in the ongoing routine schedule.
As required by the State of Michigan, Children go outside daily unless there are extreme weather
conditions. The CDLL has purchased rain coats, rain pants and rain boots for every child to be able to
walk & play in the rain for a short time. If you do not want your child outside on a particular day please
keep them home that day.
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Children play outside daily unless EXTREME weather conditions exist
Teaching staff should position themselves to see as many children as possible keeping a global
view on the playground
All children will wear weather appropriate clothing outside. CDLL will provide items that have
been forgotten at home
Shaded areas are provided during summer weather, sun-screen may be applied with written
permission of the parent
Outdoor play provides age appropriate activities such as: running, climbing, riding, jumping,
crawling, and swinging. Also outside time will provide building, art and dramatic play activities.
Children have the opportunity to explore natural materials
Adaption’s will be made for children with disabilities
The playground is inspected by CMU facilities management yearly to make sure that it is safe for the
children
Sanitation/Healthful Environment
Water in the water table is changed daily to help prevent the spread of germs and disease
 Children with open sores on their hands are not permit-ted to play in communal water play
 Cleaning and Sanitation Frequency Charts are posted in each classroom
 Toys are washed weekly in detergent, rinsed sanitized and air dried
 Toys are washed immediately follow the same procedure as above if they have been put in a
child’s mouth
 Staff use barrier techniques to minimize contact with mucus membranes, or wound openings
 After cleaning , staff sanitize non porous surfaces by using the 3 step process
 Staff clean rugs by blotting and spot cleaning with deter-gent and disinfectant
 Staff dispose of contaminated materials in a plastic bag with a secure tie
 Classroom pets are always monitored by an adult when children are interacting with them
 Fish tanks are kept clean and fed
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School Closure
The university sometimes closes for severe weather. Please keep the following policy posted where
you can find it to know if your child has school during bad weather.
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The Lab will remain open if the public schools are cancelled but CMU is still open.
In the event that Central Michigan University closes due to severe weather conditions, or
power outage the Child Development and Learning Laboratory will also be closed.
If the university delays classes for 2 hours (opening at 10:00 am) Children should arrive
between 12:15 pm and 12:30 pm. If the University is delayed for 4 hours or more (opening at
12:00 noon or after) preschool will be canceled for that day.
When CMU closes or delays the staff does not report to work, but will make every effort to
communicate with families via email and updating voicemail at CDLL to reflect schedule. The staff
will not be available to call families and inform them of the closure.
University closures are announced on local radio, TV stations or you can call 774-7500 or go to
www.cmich.edu for the latest updates.
Serious Accident/Injury
All teaching staff of the CDLL is to maintain current First Aid (every 3 years) and CPR (every 1 year)
certification. At least one currently certified staff member must be on site at all times that children are
present.
First Aid kits and materials including latex gloves and biohazard bags are located in the kitchen area of
each classroom, and out-side in the shed.
In the event of a serious accident or injury to a child, volunteer or parent, the classroom teacher will
direct an adult to call 911 if necessary, and will direct another adult to move the children away from
the accident area and to entertain them through play, stories, or song. When at all possible, normal
classroom activity should be the goal for the uninjured children.
The teacher will administer first aid to the victim until emergency help or a parent arrives.
Due to the high number of adults in CDLL classrooms, when at all possible, an attempt should be
made to immediately notify the Associate Director or Director of the accident.
Staff Screening
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Prior to having contact with children, CDLL staff and HDF 402/409 students must provide
documentation from the Department of Human services(DHS) that they have not been placed
on the central registry for substantial abuse or neglect (DHS Clearance).
The students and staff must have a background check through ICHAT
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Prior to having contact with children, CDLL staff and HDF 402/409 students must read and sign
the Screening Form and Policy on Abuse and Neglect.
If a CMU student suspects that a child has been abused or neglected, they must immediately
report their suspicions to the Lead Teacher.
Any suspicion of abuse or neglect by the Lead Teacher or reported to the Lead Teacher must be
immediately reported to Child Protective Services or reported to the Family Services
Coordinator who will contact Child Protective Services.
Parents of enrolled children who are volunteering in the program must never be left alone with any
child other than their own. When working with children, parents must always be in the presence of
another adult who has completed the CDLL Screening Form and who has provided the CDLL with the
DHS clearance. Those parents who wish to bypass this rule must provide the CDLL with the DHS
clearance and a signed copy of the Screening Form.
The CDLL does not tolerate severe punishment including hitting, spanking, shaking, biting, pinching,
binding or tying children, humiliating, shaming, threatening, depriving a child of food, rest and
toileting, or confining a child to an enclosed area such as a closet, locked room, box, etc. Any such
incidence must be reported to the Associate Director immediately.
Staff, CMU students, and volunteers (with exception of those parents who are supervised by others)
shall not have contact with children in the CDLL if they have ever been convicted of child abuse or
neglect, or been convicted of a felony involving harm or threatened harm.
Toilet Use and Tooth Brushing
We realize that 3 and 4 year old children may have toilet accidents. Children sometime regress a little
in this area at the beginning of the year. However, per our license, we do not have the facilities to
diaper children. Children who still utilize diapers or pull-ups should wait to start school until after
potty training has taken place at home.
The following is a list of CDLL policies and procedures regarding potty training and tooth brushing:
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Soiled items will be bagged and sent home without rinsing
Clothes and/or underwear are changed when wet or soiled
Children are not changed on an elevated surface
Staff should follow sanitary procedures
Children brush their teeth daily using the sinks in the Classroom Bathroom
Food and Nutrition Service Policy
Snack and Lunch menus are prepared and provided to teachers in advance of each month. Teachers
must post these menus in the classroom and kitchen, and must copy and distribute them to the center
parents. Any menu changes or substitutions must be written on the posted menu, which is turned in
to the Lab Director at the end of each month.
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The CDLL will support any dietary needs of enrolled children as reported by parents and/or licensed
physicians.
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The CDLL will not deprive a child of food or drink during a snack or meal period, if the child is in
attendance at the time when the snack or meal is served.
The CDLL participates in the Child and Adult Care Food Program. The Child Nutrition Programs are open
to all eligible children and adults regardless of race, color, national origin, sex, age or disability. Any
person who believes he or she has been discriminated against in any USDA related activity should write
immediately to the Secretary of Agriculture, Washington, D.C. 20250.
The children enrolled in the CDLL full day program receive breakfast, lunch and snack.
The CDLL is committed to providing healthy meals and asks that parents do not send in sweet foods. As
stated in the “Diversity in the Curriculum” policy, individual classrooms may participate in special
cooking activities to support family traditions, celebrations and holidays.
All snacks and meals are served family style.
Teaching staff sit and eat with children, and engage the children in conversation.
Food is prepared, served and stored according to USDA regulations. Hot foods are kept hot and cold
foods are kept cold until they are served.
All hot liquids are kept out of the children’s reach.
Children with a physician prescribed dietary restriction may bring food from home. It must be labeled
with the child’s name and date.
Food brought from home must meet USDA and CACFP guidelines and it is provided as a supplement to
the food served in the program.
Teaching staff must document food allergies and post these allergies with the consent of parents or
responsible adult.
These foods have been eliminated from the menus due to choking hazards: Hot dogs, raw peas, hard
pretzels, spoonfuls of peanut butter, and chunks of raw carrots or meat larger than can be swallowed
whole.
Guidance and Discipline
Staff shall use developmentally appropriate, positive methods of discipline which encourage self-control, selfdirection, self-esteem, and cooperation.
 Teachers should anticipate and eliminate potential problems, redirecting children to more acceptable
behavior or activity.
 Teachers use children’s mistakes as learning opportunities, describing the situation and encouraging
children’s evaluation of the problem, rather than imposing the solution.
 Teachers listen and acknowledge children’s feelings and frustrations, and respond with respect.
 Teachers guide children to resolve conflicts, and model skills that help children to solve their own
problems.
 Teachers encourage appropriate behavior, patiently reminding children of rules and their rationale as
needed.
 Teaching staff encourage and recognize children’s accomplishments throughout the day.
 Teaching staff respond promptly and developmentally appropriately by providing comfort, support and
assistance to children.
 Teaching staff encourage children to express their emotions both positive and negative.
 Teaching staff: treat all children with equal respect and consideration, initiate activities and discussions
that build positive self-identity and teach values, intervene when children tease or reject others, provide
positive models, and avoid stereotypes in language references.
 For children with continuous behavior problems, teaching staff, parents and other professionals will
develop an individualized plan.
 Teaching staff also will look at many factors within the classroom that may contribute to challenging
behaviors.
 Teaching staff using problem solving techniques to help manage behaviors along with guiding and
supporting children when they are frustrated
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Cooperative play and language is encouraged and modeled.
Guidance that is provided is consistent with the child’s development level
The CDLL does not tolerate severe punishment or frightening discipline techniques including hitting,
spanking, shaking, biting, pinching, binding or tying children, humiliating, shaming, threatening,
depriving a child of food, rest, toileting, and outdoor play, or confining a child to an enclosed area such
as a closet, locked room, box, etc. Any such incidence must be reported to the Associate Director
immediately.
Non-severe and developmentally appropriate discipline or restraint may be used when reasonably
necessary to prevent a child from harming him/herself or to prevent a child from harming other persons
or property. This discipline or restraint may include: holding a child, re-directing a child to a new area of
play, offering choices, setting and maintaining limits, giving appropriate consequences, active problem
solving, modeling, and ignoring inappropriate behavior.
Hand Washing Policy
Hand washing policies are posted in all bathrooms and above all sinks. (classroom sinks)
 Children and adults are taught hand washing policies
 Hand washing is required by ALL as needed to reduce the transmission of diseases
Children and adults wash their hands:
 Upon arrival daily
 After handling bodily fluids
 Before meals and snacks
 After using the bathroom
 After handling pets
 After playing in dirt or sand
Adults also wash hands:
 Before and after feeding children
 Before and after administering medicine
 After assisting a child in the bathroom
 After handling garbage or cleaning
Adults wear gloves when contamination with blood may occur
Staff do not use sink for bathing children or cleaning fecal matter
Food preparation sinks are always sanitized before using them for food prep
Health Care Services Plan
CDLL staff is required to be familiar with and follow the policies and procedures set forth in this Health Care
Services Plan. Staff is also required to participate in annual training, as appropriate. Community resources are to
be utilized and staff will refer families in need to area providers.
Policies and Procedures
Blood Borne Pathogens
Cleaning Supplies
Confidentiality Policy
Emergency Procedures
Exclusion Procedure
Facility Safety
Hand Washing Procedures (Staff & Children)
Annual Training
Allergies
Child and Adult Care Food Program (CACFP)
Medicine Handling/Dispensing
Emergency Procedures (Tornado, Fire, Medical)
Facility Safety Precautions
First Aid/CPR
Blood Borne Pathogens
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Head Lice Procedures
Health Records
Immunization Requirements
Immunization Waiver Policy
Mealtime Procedures
Medication Procedure
Outdoor Play Procedure
Protective Services Referral Policy
Sanitizing Procedures
Toileting Procedure
Food Preparation & Handling
Hand Washing/Hygiene
Identification of Abuse/Neglect & Response
Illness Identification & Response
Community Resources
County Community Resource Directories
Referral Processes
Health Care services continued:
 Handling of bodily fluids refer to Blood born pathogens training, posted in each classroom
 Cleaning and sanitizing the tree step process is used, directions are posted in each kitchen.
 Communicable diseases must be reported and the classrooms will be sanitized to alleviate spreading.
 Equipment and toys used during the week will be cleaned on Fridays before they are put away
Withdrawal
Children enrolled in the program are expected to attend the entire academic year. If a child is absent
for three consecutive days without contact, the child’s teacher will call. After five consecutive
absences, the CDLL will contact the family reminding them of the withdrawal policy. If an absence
remains unexplained for a period of 10 consecutive school days, the child will be withdrawn from the
program. Preschool Pro-gram tuition fees that have not been paid will also result in the immediate
withdrawal of a child from the program. Re-admission to any CDLL programs is at the discretion of
CDLL administrators.
EMERGENCY EVACUATION PROCEDURES
Fire
Identification of fire:
If a fire is suspected (ex. Smell smoke or other signs), check doors for heat if the door does not have a
window. Once a fire has been identified, alert rest of building by pulling nearest fire alarm.
Signal to evacuate building:
A. Fire alarm will sound, or a loud whistle will blow.
B. Have children immediately stop their play.
C. Teachers and children will move toward primary evacuation route.
D. All routes are posted in each classroom
E. Notification to DPS – The EHS building fire alarms will automatically warn DPS of the emergency.
If there is a fire in the Annex classroom, the Lead Teacher will designate an adult to call 911.
F. Each Lead Teacher will take a head count of the children in their room.
G. If there is a child/adult missing, the Lead Teacher(s) will notify the Fire/Police Department
personnel on the scene.
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The groups will remain outside until the ALL CLEAR signal is sounded, Alarm stops ringing,
Severe Weather/Tornado
(city siren located in nearby location will sound and/or Associate Director will contact each
classroom teacher)
A. All children, teachers, CMU students and parents will get their coat and exit the classrooms with the
person designated by the Lead Teacher leading the children. Each Lead Teacher will check the room,
pick up the flashlight and radio, and close the doors behind her/him.
The groups will remain in a sheltered area until the ALL CLEAR signal has sounded by alarm or by
DPS...
Gas Leak/Other Toxic Odors
A. Vacate the building through the main entrance of the CDLL. Proceed across the parking lot.
Have the children wait along the curb at the parking lot edge. Each Lead Teacher will do a head
count to ensure that all children are evacuated.
Explosives
Immediately take cover under tables, desks, or other objects that will give you protection against glass
or debris. After the explosion has subsided, the Associate Director will call 911 to notify DPS. Evacuate
children following the procedures for a fire.
CRISIS MANAGEMENT
Violent/Dangerous Adult Behavior
Due to the nature of the activities that take place at Central Michigan University, disturbances may
occur when aggression overtakes rational judgment. An aggressive dispute can often be resolved with
a few words from a person of authority. The following procedure is for disturbances which have
escalated to be potentially dangerous to property or people.
 Use your best judgment when assessing the situation; determine whether it is something that
can be resolved with intervention.
 NEVER put yourself into a situation that can become harmful to you.
 If the situation is dangerous, immediately call the CMU Police (911) and inform them of the
location and actions of the individual(s) creating the disturbance.
 If a person(s) has or appears to have a weapon, immediately call the CMU Police (911).
 If a person(s) behavior appears to be drug or alcohol induced, immediately call CMU Police
(911).
 If a person(s) has done or is doing malicious damage to property, immediately call CMU Police
(911).
 If a person(s) is physically assaulting another, immediately call CMU Police (911).
 If you intervene and they refuse to cooperate, immediately call CMU Police (911).
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Appendix A: NAEYC Code of Ethical Conduct
A position statement of the National Association for the Education of Young Children
Code of Ethical Conduct
Revised April 2005
Endorsed by the Association for Childhood Education International
Adopted by the National Association for Family Child Care
Preamble
NAEYC recognizes that those who work with young children face many daily decisions that have moral
and ethical implications. The NAEYC Code of Ethical Conduct offers guidelines for responsible behavior
and sets forth a common basis for resolving the principal ethical dilemmas encountered in early
childhood care and education. The Statement of Commitment is not part of the Code but is a personal
acknowledgement of an individual's willingness to embrace the distinctive values and moral obligations
of the field of early childhood care and education. The primary focus of the Code is on daily practice
with children and their families in programs for children from birth through 8 years of age, such as
infant/toddler programs, preschool and prekindergarten programs, child care centers, hospital and
child life settings, family child care homes, kindergartens, and primary classrooms. When the issues
involve young children, then these provisions also apply to specialists who do not work directly with
children, including program administrators, parent educators, early childhood adult educators, and
officials with responsibility for program monitoring and licensing. (Note: See also the "Code of Ethical
Conduct: Supplement for Early Childhood Adult Educators," online at
http://www.naeyc.org/about/positions/ethics04.asp.)
Core Values
Standards of ethical behavior in early childhood care and education are based on commitment to the
following core values that are deeply rooted in the history of the field of early childhood care and
education. We have made a commitment to
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Appreciate childhood as a unique and valuable stage of the human life cycle
Base our work on knowledge of how children develop and learn
Appreciate and support the bond between the child and family
Recognize that children are best understood and supported in the context of family, culture, 1
community, and society
Respect the dignity, worth, and uniqueness of each individual (child, family member, and
colleague)
Respect diversity in children, families, and colleagues
Recognize that children and adults achieve their full potential in the context of relationships
that are based on trust and respect
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Conceptual Framework
The Code sets forth a framework of professional responsibilities in four sections. Each section
addresses an area of professional relationships: (1) with children, (2) with families, (3) among
colleagues, and (4) with the community and society. Each section includes an introduction to the
primary responsibilities of the early childhood practitioner in that context. The introduction is followed
by a set of ideals (I) that reflect exemplary professional practice and a set of principles (P) describing
practices that are required, prohibited, or permitted.
The ideals reflect the aspirations of practitioners. The principles guide conduct and assist practitioners
in resolving ethical dilemmas.2 both ideals and principles are intended to direct practitioners to those
questions which, when responsibly answered, can provide the basis for conscientious decision making.
While the Code provides specific direction for addressing some ethical dilemmas, many others will
require the practitioner to combine the guidance of the Code with professional judgment.
The ideals and principles in this Code present a shared framework of professional responsibility that
affirms our commitment to the core values of our field. The Code publicly acknowledges the
responsibilities that we in the field have assumed and in so doing supports ethical behavior in our
work. Practitioners who face situations with ethical dimensions are urged to seek guidance in the
applicable parts of this Code and in the spirit that informs the whole.
Often, "the right answer"-the best ethical course of action to take-is not obvious. There may be no
readily apparent, positive way to handle a situation. When one important value contradicts another,
we face an ethical dilemma. When we face a dilemma, it is our professional responsibility to consult
the Code and all relevant parties to find the most ethical resolution.
Section I:
Ethical responsibilities to children
Childhood is a unique and valuable stage in the human life cycle. Our paramount responsibility is to
provide care and education in settings that are safe, healthy, nurturing, and responsive for each child.
We are committed to supporting children's development and learning; respecting individual
differences; and helping children learn to live, play, and work cooperatively. We are also committed to
promoting children's self-awareness, competence, self-worth, resiliency, and physical well-being.
Ideals
I-1.1-To be familiar with the knowledge base of early childhood care and education and to stay
informed through continuing education and training.
I-1.2-To base program practices upon current knowledge and research in the field of early childhood
education, child development, and related disciplines, as well as on particular knowledge of each child.
I-1.3-To recognize and respect the unique qualities, abilities, and potential of each child.
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I-1.4-To appreciate the vulnerability of children and their dependence on adults.
I-1.5-To create and maintain safe and healthy settings that foster children's social, emotional,
cognitive, and physical development and that respect their dignity and their contributions.
I-1.6-To use assessment instruments and strategies that is appropriate for the children to be assessed,
which are used only for the purposes for which they were designed, and that have the potential to
benefit children.
I-1.7-To use assessment information to understand and support children's development and learning,
to support instruction, and to identify children who may need additional services.
I-1.8-To support the right of each child to play and learn in an inclusive environment that meets the
needs of children with and without disabilities.
I-1.9-To advocate for and ensure that all children, including those with special needs, have access to
the support services needed to be successful.
I-1.10-To ensure that each child's culture, language, ethnicity, and family structure are recognized and
valued in the program.
I-1.11-To provide all children with experiences in a language that they know, as well as support
children in maintaining the use of their home language and in learning English.
I-1.12-To work with families to provide a safe and smooth transition as children and families move
from one program to the next.
Principles
P-1.1-Above all, we shall not harm children. We shall not participate in practices that are emotionally
damaging, physically harmful, disrespectful, degrading, dangerous, exploitative, or intimidating to
children. This principle has precedence over all others in this Code.
P-1.2-We shall care for and educate children in positive emotional and social environments that are
cognitively stimulating and that support each child's culture, language, ethnicity, and family structure.
P-1.3-We shall not participate in practices that discriminate against children by denying benefits, giving
special advantages, or excluding them from programs or activities on the basis of their sex, race,
national origin, religious beliefs, medical condition, disability, or the marital status/family structure,
sexual orientation, or religious beliefs or other affiliations of their families. (Aspects of this principle do
not apply in programs that have a lawful mandate to provide services to a particular population of
children.)
P-1.4-We shall involve all those with relevant knowledge (including families and staff) in decisions
concerning a child, as appropriate, ensuring confidentiality of sensitive information.
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P-1.5-We shall use appropriate assessment systems, which include multiple sources of information, to
provide information on children's learning and development.
P-1.6-We shall strive to ensure that decisions such as those related to enrollment, retention, or
assignment to special education services, will be based on multiple sources of information and will
never be based on a single assessment, such as a test score or a single observation.
P-1.7-We shall strive to build individual relationships with each child; make individualized adaptations
in teaching strategies, learning environments, and curricula; and consult with the family so that each
child benefits from the program. If after such efforts have been exhausted, the current placement does
not meet a child's needs, or the child is seriously jeopardizing the ability of other children to benefit
from the program, we shall collaborate with the child's family and appropriate specialists to determine
the additional services needed and/or the placement option(s) most likely to ensure the child's
success. (Aspects of this principle may not apply in programs that have a lawful mandate to provide
services to a particular population of children.)
P-1.8-We shall be familiar with the risk factors for and symptoms of child abuse and neglect, including
physical, sexual, verbal, and emotional abuse and physical, emotional, educational, and medical
neglect. We shall know and follow state laws and community procedures that protect children against
abuse and neglect.
P-1.9-When we have reasonable cause to suspect child abuse or neglect, we shall report it to the
appropriate community agency and follow up to ensure that appropriate action has been taken. When
appropriate, parents or guardians will be informed that the referral will be or has been made.
P-1.10-When another person tells us of his or her suspicion that a child is being abused or neglected;
we shall assist that person in taking appropriate action in order to protect the child.
P-1.11-When we become aware of a practice or situation that endangers the health, safety, or wellbeing of children, we have an ethical responsibility to protect children or inform parents and/or others
who can.
Section II:
Ethical responsibilities to families
Families3 are of primary importance in children's development. Because the family and the early
childhood practitioner have a common interest in the child's well-being, we acknowledge a primary
responsibility to bring about communication, cooperation, and collaboration between the home and
early childhood program in ways that enhance the child's development.
Ideals
I-2.1-To be familiar with the knowledge base related to working effectively with families and to stay
informed through continuing education and training.
I-2.2-To develop relationships of mutual trust and create partnerships with the families we serve.
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I-2.3-To welcome all family members and encourage them to participate in the program.
I-2.4-To listen to families, acknowledge and build upon their strengths and competencies, and learn
from families as we support them in their task of nurturing children.
I-2.5-To respect the dignity and preferences of each family and to make an effort to learn about its
structure, culture, language, customs, and beliefs.
I-2.6-To acknowledge families' childrearing values and their right to make decisions for their children.
I-2.7-To share information about each child's education and development with families and to help
them understand and appreciate the current knowledge base of the early childhood profession.
I-2.8-To help family members enhance their understanding of their children and support the continuing
development of their skills as parents.
I-2.9-To participate in building support networks for families by providing them with opportunities to
interact with program staff, other families, community resources, and professional services.
Principles
P-2.1-We shall not deny family members access to their child's classroom or program setting unless
access is denied by court order or other legal restriction.
P-2.2-We shall inform families of program philosophy, policies, curriculum, assessment system, and
personnel qualifications, and explain why we teach as we do-which should be in accordance with our
ethical responsibilities to children (see Section I).
P-2.3-We shall inform families of and, when appropriate, involve them in policy decisions.
P-2.4-We shall involve the family in significant decisions affecting their child.
P-2.5-We shall make every effort to communicate effectively with all families in a language that they
understand. We shall use community resources for translation and interpretation when we do not
have sufficient resources in our own programs.
P-2.6-As families share information with us about their children and families, we shall consider this
information to plan and implement the program.
P-2-7-We shall inform families about the nature and purpose of the program's child assessments and
how data about their child will be used.
P-2.8-We shall treat child assessment information confidentially and share this information only when
there is a legitimate need for it.
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P-2.9-We shall inform the family of injuries and incidents involving their child, of risks such as
exposures to communicable diseases that might result in infection, and of occurrences that might
result in emotional stress.
P-2.10-Families shall be fully informed of any proposed research projects involving their children and
shall have the opportunity to give or withhold consent without penalty. We shall not permit or
participate in research that could in any way hinder the education, development, or well-being of
children.
P-2.11-We shall not engage in or support exploitation of families. We shall not use our relationship
with a family for private advantage or personal gain, or enter into relationships with family members
that might impair our effectiveness working with their children.
P-2.12-We shall develop written policies for the protection of confidentiality and the disclosure of
children's records. These policy documents shall be made available to all program personnel and
families. Disclosure of children's records beyond family members, program personnel, and consultants
having an obligation of confidentiality shall require familial consent (except in cases of abuse or
neglect).
P-2.13-We shall maintain confidentiality and shall respect the family's right to privacy, refraining from
disclosure of confidential information and intrusion into family life. However, when we have reason to
believe that a child's welfare is at risk, it is permissible to share confidential information with agencies,
as well as with individuals who have legal responsibility for intervening in the child's interest.
P-2.14-In cases where family members are in conflict with one another, we shall work openly, sharing
our observations of the child, to help all parties involved make informed decisions. We shall refrain
from becoming an advocate for one party.
P-2.15-We shall be familiar with and appropriately refer families to community resources and
professional support services. After a referral has been made, we shall follow up to ensure that
services have been appropriately provided.
Section III:
Ethical responsibilities to colleagues
In a caring, cooperative workplace, human dignity is respected, professional satisfaction is promoted,
and positive relationships are developed and sustained. Based upon our core values, our primary
responsibility to colleagues is to establish and maintain settings and relationships that support
productive work and meet professional needs. The same ideals that apply to children also apply as we
interact with adults in the workplace.
A-Responsibilities to co-workers
Ideals
I-3A.1-To establish and maintain relationships of respect, trust, confidentiality, collaboration, and
cooperation with co-workers.
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I-3A.2-To share resources with co-workers, collaborating to ensure that the best possible early
childhood care and education program is provided.
I-3A.3-To support co-worker
s in meeting their professional needs and in their professional development.
I-3A.4-To accord co-workers due recognition of professional achievement.
Principles
P-3A.1-We shall recognize the contributions of colleagues to our program and not participate in
practices that diminish their reputations or impair their effectiveness in working with children and
families.
P-3A.2-When we have concerns about the professional behavior of a co-worker, we shall first let that
person know of our concern in a way that shows respect for personal dignity and for the diversity to be
found among staff members, and then attempt to resolve the matter collegially and in a confidential
manner.
P-3A.3-We shall exercise care in expressing views regarding the personal attributes or professional
conduct of co-workers. Statements should be based on firsthand knowledge, not hearsay, and relevant
to the interests of children and programs.
P-3A.4-We shall not participate in practices that discriminate against a co-worker because of sex, race,
national origin, religious beliefs or other affiliations, age, marital status/family structure, disability, or
sexual orientation.
B-Responsibilities to employers
Ideals
I-3B.1-To assist the program in providing the highest quality of service.
I-3B.2-To do nothing that diminishes the reputation of the program in which we work unless it is
violating laws and regulations designed to protect children or is violating the provisions of this Code.
Principles
P-3B.1 - We shall follow all program policies. When we do not agree with program policies, we shall
attempt to effect change through constructive action within the organization.
P-3B.2-We shall speak or act on behalf of an organization only when authorized. We shall take care to
acknowledge when we are speaking for the organization and when we are expressing a personal
judgment.
P-3B.3-We shall not violate laws or regulations designed to protect children and shall take appropriate
action consistent with this Code when aware of such violations.
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P-3B.4-If we have concerns about a colleague's behavior, and children's well-being is not at risk, we
may address the concern with that individual. If children are at risk or the situation does not improve
after it has been brought to the colleague's attention, we shall report the colleague's unethical or
incompetent behavior to an appropriate authority.
P-3B.5-When we have a concern about circumstances or conditions that impact the quality of care and
education within the program, we shall inform the program's administration or, when necessary, other
appropriate authorities.
C-Responsibilities to employees
Ideals
I-3C.1-To promote safe and healthy working conditions and policies that foster mutual respect,
cooperation, collaboration, competence, well-being, confidentiality, and self-esteem in staff members.
I-3C.2-To create and maintain a climate of trust and candor that will enable staff to speak and act in
the best interests of children, families, and the field of early childhood care and education.
I-3C.3-To strive to secure adequate and equitable compensation (salary and benefits) for those who
work with or on behalf of young children.
I-3C.4-To encourage and support continual development of employees in becoming more skilled and
knowledgeable practitioners.
Principles
P-3C.1-In decisions concerning children and programs, we shall draw upon the education, training,
experience, and expertise of staff members.
P-3C.2-We shall provide staff members with safe and supportive working conditions that honor
confidences and permit them to carry out their responsibilities through fair performance evaluation,
written grievance procedures, constructive feedback, and opportunities for continuing professional
development and advancement.
P-3C.3-We shall develop and maintain comprehensive written personnel policies that define program
standards. These policies shall be given to new staff members and shall be available and easily
accessible for review by all staff members.
P-3C.4-We shall inform employees whose performance does not meet program expectations of areas
of concern and, when possible, assist in improving their performance.
P-3C.5-We shall conduct employee dismissals for just cause, in accordance with all applicable laws and
regulations. We shall inform employees who are dismissed of the reasons for their termination. When
a dismissal is for cause, justification must be based on evidence of inadequate or inappropriate
behavior that is accurately documented, current, and available for the employee to review.
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P-3C.6-In making evaluations and recommendations, we shall make judgments based on fact and
relevant to the interests of children and programs.
P-3C.7-We shall make hiring, retention, termination, and promotion decisions based solely on a
person's competence, record of accomplishment, ability to carry out the responsibilities of the
position, and professional preparation specific to the developmental levels of children in his/her care.
P-3C.8-We shall not make hiring, retention, termination, and promotion decisions based on an
individual's sex, race, national origin, religious beliefs or other affiliations, age, marital status/family
structure, disability, or sexual orientation. We shall be familiar with and observe laws and regulations
that pertain to employment discrimination. (Aspects of this principle do not apply to programs that
have a lawful mandate to determine eligibility based on one or more of the criteria identified above.)
P-3C.9-We shall maintain confidentiality in dealing with issues related to an employee's job
performance and shall respect an employee's right to privacy regarding personal issues.
Section IV:
Ethical responsibilities to community and society
Early childhood programs operate within the context of their immediate community made up of
families and other institutions concerned with children's welfare. Our responsibilities to the
community are to provide programs that meet the diverse needs of families, to cooperate with
agencies and professions that share the responsibility for children, to assist families in gaining access to
those agencies and allied professionals, and to assist in the development of community programs that
are needed but not currently available.
As individuals, we acknowledge our responsibility to provide the best possible programs of care and
education for children and to conduct ourselves with honesty and integrity. Because of our specialized
expertise in early childhood development and education and because the larger society shares
responsibility for the welfare and protection of young children, we acknowledge a collective obligation
to advocate for the best interests of children within early childhood programs and in the larger
community and to serve as a voice for young children everywhere.
The ideals and principles in this section are presented to distinguish between those that pertain to the
work of the individual early childhood educator and those that more typically are engaged in
collectively on behalf of the best interests of children-with the understanding that individual early
childhood educators have a shared responsibility for addressing the ideals and principles that are
identified as "collective."
Ideal (Individual)
1-4.1-To provide the community with high-quality early childhood care and education programs and
services.
Ideals (Collective)
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I-4.2-To promote cooperation among professionals and agencies and interdisciplinary collaboration
among professions concerned with addressing issues in the health, education, and well-being of young
children, their families, and their early childhood educators.
I-4.3-To work through education, research, and advocacy toward an environmentally safe world in
which all children receive health care, food, and shelter; are nurtured; and live free from violence in
their home and their communities.
I-4.4-To work through education, research, and advocacy toward a society in which all young children
have access to high-quality early care and education programs.
I-4.5-To work to ensure that appropriate assessment systems, which include multiple sources of
information, are used for purposes that benefit children.
I-4.6-To promote knowledge and understanding of young children and their needs. To work toward
greater societal acknowledgment of children's rights and greater social acceptance of responsibility for
the well-being of all children.
I-4.7-To support policies and laws that promote the well-being of children and families, and to work to
change those that impair their well-being. To participate in developing policies and laws that are
needed, and to cooperate with other individuals and groups in these efforts.
I-4.8-To further the professional development of the field of early childhood care and education and to
strengthen its commitment to realizing its core values as reflected in this Code.
Principles (Individual)
P-4.1-We shall communicate openly and truthfully about the nature and extent of services that we
provide.
P-4.2-We shall apply for, accept, and work in positions for which we are personally well-suited and
professionally qualified. We shall not offer services that we do not have the competence,
qualifications, or resources to provide.
P-4.3-We shall carefully check references and shall not hire or recommend for employment any person
whose competence, qualifications, or character makes him or her unsuited for the position.
P-4.4-We shall be objective and accurate in reporting the knowledge upon which we base our program
practices.
P-4.5-We shall be knowledgeable about the appropriate use of assessment strategies and instruments
and interpret results accurately to families.
P-4.6-We shall be familiar with laws and regulations that serve to protect the children in our programs
and be vigilant in ensuring that these laws and regulations are followed.
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P-4.7-When we become aware of a practice or situation that endangers the health, safety, or wellbeing of children, we have an ethical responsibility to protect children or inform parents and/or others
who can.
P-4.8-We shall not participate in practices that are in violation of laws and regulations that protect the
children in our programs.
P-4.9-When we have evidence that an early childhood program is violating laws or regulations
protecting children, we shall report the violation to appropriate authorities who can be expected to
remedy the situation.
P-4.10-When a program violates or requires its employees to violate this Code; it is permissible, after
fair assessment of the evidence, to disclose the identity of that program.
Principles (Collective)
P-4.11-When policies are enacted for purposes that do not benefit children; we have a collective
responsibility to work to change these practices.
P-4-12-When we have evidence that an agency that provides services intended to ensure children's
well-being is failing to meet its obligations, we acknowledge a collective ethical responsibility to report
the problem to appropriate authorities or to the public. We shall be vigilant in our follow-up until the
situation is resolved.
P-4.13-When a child protection agency fails to provide adequate protection for abused or neglected
children; we acknowledge a collective ethical responsibility to work toward the improvement of these
services.
Glossary of Terms Related to Ethics
Code of Ethics
Defines the core values of the field and provides guidance for what professionals
should do when they encounter conflicting obligations or responsibilities in their
work.
Values
Qualities or principles that individuals believe to be desirable or worthwhile and
that they prize for themselves, for others, and for the world in which they live.
Core Values
Commitments held by a profession that are consciously and knowingly embraced
by its practitioners because they make a contribution to society. There is a
difference between personal values and the core values of a profession.
Morality
Peoples' views of what is good, right, and proper; their beliefs about their
obligations; and their ideas about how they should behave.
Ethics
The study of right and wrong, or duty and obligation, that involves critical
reflection on morality and the ability to make choices between values and the
examination of the moral dimensions of relationships.
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Professional
Ethics
The moral commitments of a profession that involve moral reflection that extends
and enhances the personal morality practitioners bring to their work, that concern
actions of right and wrong in the workplace, and that help individuals resolve
moral dilemmas they encounter in their work.
Ethical
Responsibilities
Behaviors that one must or must not engage in. Ethical responsibilities are clearcut and are spelled out in the Code of Ethical Conduct (for example, early
childhood educators should never share confidential information about a child or
family with a person who has no legitimate need for knowing).
Ethical Dilemma
A moral conflict that involves determining appropriate conduct when an individual
faces conflicting professional values and responsibilities.
Sources for Glossary Terms and Definitions
Feeney, S., & N. Freeman. 1999. Ethics and the early childhood educator: Using the NAEYC code.
Washington, DC: NAEYC.
Kidder, R.M. 1995. How good people make tough choices: Resolving the dilemmas of ethical living. New
York: Fireside.
Kipnis, K. 1987. How to discuss professional ethics. Young Children 42 (4): 26-30.
Work Group for the Revision of the Code of Ethical Conduct
Mary Ambery
Julie Olsen Edwards
Stephanie Feeney
Marla Israel
Eva Moravcik
Nila Rinehart
Ruth Ann Ball
Harriet Egertson
Jana FlemingM
Allison McKinnon
Christina Lopez Morgan
Betty Holston Smith
James Clay
Anthony Fair
Nancy Freeman
Evelyn Wright Moore
Sarah Mulligan
Peter Pizzolongo, NAEYC Staff
The National Association for the Education of Young Children ("NAEYC") is a nonprofit corporation, tax
exempt under Section 501(c)(3) of the Internal Revenue Code, dedicated to acting on behalf of the
needs and interests of young children. The NAEYC Code of Ethical Conduct ("Code") has been
developed in furtherance of NAEYC's nonprofit and tax exempt purposes. The information contained in
the Code is intended to provide early childhood educators with guidelines for working with children
from birth through age 8. Use, reference to, or review of the Code does not guarantee compliance with
NAEYC Early Childhood Program Standards and Accreditation Performance Criteria and program
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accreditation procedures. It is recommended that the Code be used as guidance in connection with
implementation of the NAEYC Program Standards, but such use is not a substitute for diligent review
and application of the NAEYC Program Standards.
NAEYC has taken reasonable measures to develop the Code in a fair, reasonable, open, unbiased, and
objective manner, based on currently available data. However, further research or developments may
change the current state of knowledge. Neither NAEYC nor its officers, directors, members, employees,
or agents will be liable for any loss, damage, or claim with respect to any liabilities, including direct,
special, indirect, or consequential damages incurred in connection with the Code or reliance on the
information presented.
Statement of Commitment4
As an individual who works with young children, I commit myself to furthering the values of early
childhood education as they are reflected in the ideals and principles of the NAEYC Code of Ethical
Conduct. To the best of my ability I will
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Never harm children
Ensure that programs for young children are based on current knowledge and research of child
development and early childhood education.
Respect and support families in their task of nurturing children.
Respect colleagues in early childhood care and education and support them in maintaining the
NAEYC Code of Ethical Conduct.
Serve as an advocate for children, their families, and their teachers in community and society.
Stay informed of and maintains high standards of professional conduct.
Engage in an ongoing process of self-reflection, realizing that personal characteristics, biases,
and beliefs have an impact on children and families.
Be open to new ideas and be willing to learn from the suggestions of others.
Continue to learn, grow, and contribute as a professional.
Honor the ideals and principles of the NAEYC Code of Ethical Conduct
1
Culture includes ethnicity, racial identity, economic level, family structure, language, and religious
and political beliefs, which profoundly influence each child's development and relationship to the
world.
2 There is not necessarily a corresponding principle for each ideal.
3 The term family may include those adults, besides parents, with the responsibility of being involved in
educating, nurturing, and advocating for the child.
4 This Statement of Commitment is not part of the Code but is a personal acknowledgement of the
individual's willingness to embrace the distinctive values and moral obligations of the field of early
childhood care and education. It is recognition of the moral obligations that lead to an individual
becoming part of the profession.
This statement may be purchased as a brochure, and the Statement of Commitment is available as a
poster suitable for framing. See our catalog for ordering information.
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Appendix B: NAEYC Accreditation Criteria
A complete list of NAEYC Early Childhood Program Standards and Accreditation Criteria has been photocopied
for each staff member, is available in the staff meeting room, and is available in the parent resource library area.
Below is a list of the 10 Standards:
Standard 1: Relationships
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Building positive relationships among teachers and families
Building positive relationships between teachers and children
Helping children make friends
Creating a predictable, consistent, and harmonious classroom
Addressing challenging behaviors
Promoting self-regulation
Standard 2: Curriculum
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Essential characteristics
Areas of development: social-emotional development
Areas of development: physical
Areas of development: language
Curriculum content area for cognitive development: early literacy
Curriculum content area for cognitive development: early mathematics
Curriculum content area for cognitive development: science
Curriculum content area for cognitive development: technology
Curriculum content area for cognitive development: creative expression and appreciation for the arts
Curriculum content area for cognitive development: health and safety
Curriculum content area for cognitive development: social studies
Standard 3: Teaching
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Designing enriched learning environments
Creating caring communities for learning
Supervising children
Using time, grouping, and routines to achieve learning goals
Responding to children’s interests and needs
Making learning meaningful for all children
Using instruction to deepen children’s understanding and build their skills and knowledge
Standard 4: Assessment of Child Progress
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Creating an assessment plan
Using appropriate assessment methods
Identifying children’s interests and needs and describing children’s progress
Adapting curriculum, individualizing teaching, and informing program development
Communicating with families and involving families in the assessment process
Standard 5: Health
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Promoting and protecting children’s health and controlling infectious disease
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Ensuring children’s nutritional well-being
Maintaining a healthful environment
Standard 6: Teachers
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Preparation, knowledge, and skills of teaching staff
Teachers’ dispositions and professional commitment
Standard 7: Families
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Knowing and understanding the program’s families
Sharing information between staff and families
Nurturing families as advocates for their children
Standard 8: Community Relationships
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Linking with the community
Accessing community resources
Acting as a citizen in the neighborhood and the early childhood community
Standard 9: Physical Environment
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Indoor and outdoor equipment, materials, and furnishings
Outdoor environmental design
Building and physical design
Environmental health
Standard 10: Leadership and Management
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Leadership
Management policies and procedures
Fiscal accountability policies and procedures
Health, nutrition, and safety policies and procedures
Personnel policies
Program evaluation, accountability, and continuous improvement
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