Block by Block: Building A Bridge Between Home and School
146 West 13th Street, New York, NY 10011
Parents’ Role
An Invitation to a Partnership with Mutual Respect, Trust, and Care
•
1
At City and Country, we emphasize creating an active partnership with all parents to support the success of the child. The strength of our community is found in a diverse and active group of parents; therefore, it is important for the School and families to seek various ways to collaborate.
•
Parent partnership is founded on the belief that we understand the needs of each child. Parents are specialists in issues relating to their children, and teachers are specialists regarding the educational environment.
•
Child-focused partnerships are vital to the work of our school. This may take various forms, including parent meetings, conferences, and, of course, daily interactions. In this way, common knowledge is developed among the teachers and parents regarding every child, their development, and their transition into a larger group of children within the School.
•
Ask your child how they are feeling and about the activities of the day.
•
Listen to your child without distractions such as making dinner, cleaning up, etc.
•
Help your child to find solutions if problems arise in interactions with other children. Learning through conflict and its resolution is an important part of how children grasp how to be a part of a group, developing empathy and understanding for others.
•
Get to know what your child does well, and support their interests and achievements. These interests and skills may change over time.
•
When your child is present, speak well of other children, families, faculty, staff, and the curriculum at C&C.
•
Give teachers and staff information about everything that could influence how your child feels and their behavior.
•
Seek ways to get to know other children in the preschool, as well as their parents. Become a part of our community in a way that works for you and your family.
•
Reach out to your child’s teacher if something is unclear or seems upsetting to your child.
•
Contact the Director of Lower School if you have any additional or ongoing concerns.
2
Parents’ Role
An Invitation to a Partnership with Mutual Respect, Trust, and Care
•
1
At City and Country, we emphasize creating an active partnership with all parents to support the success of the child. The strength of our community is found in a diverse and active group of parents; therefore, it is important for the School and families to seek various ways to collaborate.
•
Parent partnership is founded on the belief that we understand the needs of each child. Parents are specialists in issues relating to their children, and teachers are specialists regarding the educational environment.
•
Child-focused partnerships are vital to the work of our school. This may take various forms, including parent meetings, conferences, and, of course, daily interactions. In this way, common knowledge is developed among the teachers and parents regarding every child, their development, and their transition into a larger group of children within the School.
•
Ask your child how they are feeling and about the activities of the day.
•
Listen to your child without distractions such as making dinner, cleaning up, etc.
•
Help your child to find solutions if problems arise in interactions with other children. Learning through conflict and its resolution is an important part of how children grasp how to be a part of a group, developing empathy and understanding for others.
•
Get to know what your child does well, and support their interests and achievements. These interests and skills may change over time.
•
When your child is present, speak well of other children, families, faculty, staff, and the curriculum at C&C.
•
Give teachers and staff information about everything that could influence how your child feels and their behavior.
•
Seek ways to get to know other children in the preschool, as well as their parents. Become a part of our community in a way that works for you and your family.
•
Reach out to your child’s teacher if something is unclear or seems upsetting to your child.
•
Contact the Director of Lower School if you have any additional or ongoing concerns.
2
Student Support and Community Life •
Our Lower School has a Student Support Team composed of Margaret Laudani, our Learning Specialist, Suzanne Rein, our School Psychologist, and Jane Clarke, the Director of Lower School.
•
The Student Support Team meets weekly, joined by Group Teachers on a rotating basis. Prior to these meetings, support team members observe students in the classroom. During meetings, student strengths and needs are discussed, strategies are planned, and follow-up is monitored by those participating.
•
Our School is committed to close observation of children and careful analysis of their needs and strengths.
The Student Support Team is the resource that helps determine when additional support is necessary, plans in detail to address needs, and follows up on those plans. The Student Support Team brings a developmental perspective that takes children’s individual growth into account when identifying issues. Given the collaborative nature of the Student Support Team, recommendations for interventions are not made hastily or by individual members of the team, but rather are made based on thorough observation and reflection by the team as a whole. (Continued in page 5)
Separation and Reunion: •
The separation and reunion processes are an important part of every child’s development from ages two to five.
•
While children are primarily dealing with separation during phase-in, separation is an important part of the preschool program throughout the year.
•
We speak with each family to make individualized separation plans for each child and grown-up. Remember that each child’s separation will be different, and you should do your best not to compare your child to other children in the Group.
•
3
Whenever you make your goodbye statement, follow through with the plan. Even if your child seems busy, please do not leave without saying goodbye. In addition to later separation difficulties, doing so may make it hard for your child to get engaged in work the next day because they may keep checking to see if you are still present.
•
Children do their best when they arrive at school on time. For many children, entering an already full and busy room or the Roof can be a challenge.
•
When school is over, your child reunites with their grown-up. This process can be just as important and tender as separation. We ask that you, your caregiver, or any grown-up who regularly comes to get your child from school makes sure to give them their complete and undivided attention.
•
As children transition out of the school day, sometimes they will feel emotional about leaving peers. Other times, they may recall something that came up during the day that caused them to have big feelings. Reunion is a time to reunite joyfully, while also listening to your child convey whatever might be on their mind as the school day comes to a close.
4
Student Support and Community Life •
Our Lower School has a Student Support Team composed of Margaret Laudani, our Learning Specialist, Suzanne Rein, our School Psychologist, and Jane Clarke, the Director of Lower School.
•
The Student Support Team meets weekly, joined by Group Teachers on a rotating basis. Prior to these meetings, support team members observe students in the classroom. During meetings, student strengths and needs are discussed, strategies are planned, and follow-up is monitored by those participating.
•
Our School is committed to close observation of children and careful analysis of their needs and strengths.
The Student Support Team is the resource that helps determine when additional support is necessary, plans in detail to address needs, and follows up on those plans. The Student Support Team brings a developmental perspective that takes children’s individual growth into account when identifying issues. Given the collaborative nature of the Student Support Team, recommendations for interventions are not made hastily or by individual members of the team, but rather are made based on thorough observation and reflection by the team as a whole. (Continued in page 5)
Separation and Reunion: •
The separation and reunion processes are an important part of every child’s development from ages two to five.
•
While children are primarily dealing with separation during phase-in, separation is an important part of the preschool program throughout the year.
•
We speak with each family to make individualized separation plans for each child and grown-up. Remember that each child’s separation will be different, and you should do your best not to compare your child to other children in the Group.
•
3
Whenever you make your goodbye statement, follow through with the plan. Even if your child seems busy, please do not leave without saying goodbye. In addition to later separation difficulties, doing so may make it hard for your child to get engaged in work the next day because they may keep checking to see if you are still present.
•
Children do their best when they arrive at school on time. For many children, entering an already full and busy room or the Roof can be a challenge.
•
When school is over, your child reunites with their grown-up. This process can be just as important and tender as separation. We ask that you, your caregiver, or any grown-up who regularly comes to get your child from school makes sure to give them their complete and undivided attention.
•
As children transition out of the school day, sometimes they will feel emotional about leaving peers. Other times, they may recall something that came up during the day that caused them to have big feelings. Reunion is a time to reunite joyfully, while also listening to your child convey whatever might be on their mind as the school day comes to a close.
4
•
Diversity is a crucial aspect of our lives in our community and an essential element of education. Millie Cartagena is the Director of Community Life, Equity, and Inclusion. Across the School, our faculty and staff recognize and respect that diversity exists in the languages we speak, our skin color, gender identities, gender expressions, ages, sexual orientations, the traditions, family structures, financial and educational resources, and learning styles. We believe that our separate heritages, beliefs, and choices of expression help to define us as individuals, and that our commitment to learning about one another and the larger world unites us as a community. Differences and similarities of all kinds are acknowledged and explored with respect.
•
•
Our Social Justice integration work is an ongoing, whole-school collaborative process that identifies the developmental ages when children understand specific concepts about race, identity, and class. We have worked to establish a common language and regularly engage in inspired school-wide conversations about social justice in the classroom. Millie also chairs the Equity Group, chaired by parent volunteers. Together, they organize and support a variety of programs designed to celebrate and promote diversity and social justice within the C&C community throughout the school year.
Frequently Asked Questions
Q: Can I bring my newborn to school during phase-in? A: It can be challenging for children to separate and engage in their work when their younger sibling is present. We ask that families find a plan that works best, which may mean leaving a baby at home or having a different grown-up be available for the phase-in period. Q: Why are the walls so bare? Where are the “toys”? A: C&C is simple by design, offering children a chance to work with openended materials both in the classroom and outside. Q: Can a visiting relative come during drop-off and hang out for a while to see the classroom? A: Yes, just let us know in advance. Teachers will also eventually ask for all grown-ups to leave once the children are engaged in their work. Q: Is it okay if my child is not quite potty trained? A: We anticipate that the IIs will still be working on potty training, but we do expect the IIIs to be potty trained before the start of the school year. We will always offer assistance to children who are using the toilet at school, and we also help children change clothes when necessary. Q: What should we be doing at home to reinforce what my child is learning in school? A: Talk with your children, read to your children, and display a genuine interest in whatever they choose to share about school. Some children may have a lot to say while others may prefer to keep their school life separate from home. Ask your child specific questions, such as, “who did you sit next to at snack?” or “did you paint today?” Q: What happens if I’m late picking up my child? A: If possible, please call ahead and let the front desk know you are running late. Someone will always stay with your child until you arrive.
5
6
•
Diversity is a crucial aspect of our lives in our community and an essential element of education. Millie Cartagena is the Director of Community Life, Equity, and Inclusion. Across the School, our faculty and staff recognize and respect that diversity exists in the languages we speak, our skin color, gender identities, gender expressions, ages, sexual orientations, the traditions, family structures, financial and educational resources, and learning styles. We believe that our separate heritages, beliefs, and choices of expression help to define us as individuals, and that our commitment to learning about one another and the larger world unites us as a community. Differences and similarities of all kinds are acknowledged and explored with respect.
•
•
Our Social Justice integration work is an ongoing, whole-school collaborative process that identifies the developmental ages when children understand specific concepts about race, identity, and class. We have worked to establish a common language and regularly engage in inspired school-wide conversations about social justice in the classroom. Millie also chairs the Equity Group, chaired by parent volunteers. Together, they organize and support a variety of programs designed to celebrate and promote diversity and social justice within the C&C community throughout the school year.
Frequently Asked Questions
Q: Can I bring my newborn to school during phase-in? A: It can be challenging for children to separate and engage in their work when their younger sibling is present. We ask that families find a plan that works best, which may mean leaving a baby at home or having a different grown-up be available for the phase-in period. Q: Why are the walls so bare? Where are the “toys”? A: C&C is simple by design, offering children a chance to work with openended materials both in the classroom and outside. Q: Can a visiting relative come during drop-off and hang out for a while to see the classroom? A: Yes, just let us know in advance. Teachers will also eventually ask for all grown-ups to leave once the children are engaged in their work. Q: Is it okay if my child is not quite potty trained? A: We anticipate that the IIs will still be working on potty training, but we do expect the IIIs to be potty trained before the start of the school year. We will always offer assistance to children who are using the toilet at school, and we also help children change clothes when necessary. Q: What should we be doing at home to reinforce what my child is learning in school? A: Talk with your children, read to your children, and display a genuine interest in whatever they choose to share about school. Some children may have a lot to say while others may prefer to keep their school life separate from home. Ask your child specific questions, such as, “who did you sit next to at snack?” or “did you paint today?” Q: What happens if I’m late picking up my child? A: If possible, please call ahead and let the front desk know you are running late. Someone will always stay with your child until you arrive.
5
6
Block by Block: Building A Bridge Between Home and School
146 West 13th Street, New York, NY 10011