Ls orange yellow digital orientation packet by LeafSpring School

Parent Orientation Packet Orange Room and Yellow Room The following information should be helpful as your child transitions to a new classroom for the new school year. More specific information from your child’s teachers will be available during orientation. If you have questions, please do not hesitate to reach out to your school’s director.

The LeafSpring School Philosophy

WE BELIEVE THAT ALL CHILDREN NEED: A SCHOOL designed to promote the success of each child based on their developmental level and diverse needs. A CURRICULUM that provides a balance of child directed and teacher guided activities—one which provides a diversity of experiences designed to initiate d i s c o v e r y a n d a love for learning in our ever-changing world. QUALIFIED TEACHERS capable of preparing a rich learning environment and developing close teacher/child relationships based on the child’s age, need and situation. PRIMARY CARE GROUPS to ensure consistent, quality, meaningful interactions and relationships. A school that involves and communicates regularly with PARENTS -one that supports families in parenting and in enhancing understanding of their child’s growth and development, in an effort to promote positive work-life harmony. An environment that exemplifies WELLNESS through intentional lessons and activities which promote sound health and safety practices, good nutrition and active lifestyles. Opportunities to develop their natural LEADERSHIP skills and talents, to assist them in becoming capable, self-actualized individuals and responsible citizens. A carefully designed setting with a NURTURING ATMOSPHERE—one that fosters acceptance and security. ENVIRONMENT in which to move about with ample age appropriate play equipment and materials. Ongoing AUTHENTIC DEVELOPMENTAL EVALUATION and parent conferences that emphasize progress, accomplishments and areas for continued growth, and guide the appropriate scaffolding of the curriculum to target individual needs. Freedom and guidance to EXPLORE and learn without the fear of failure—a process necessary for the development of self-confidence and pleasure in learning.

Tips for Transitioning your Child Talk about your child’s “new school” in family conversations. • • •

Be sure to talk to your child about their new classroom and LeafSpring School. It will build familiarity with his/her new school and create the opportunity for questions and discussion. Refer to the teacher(s) by name, as well as anything you know about them. Teacher bios are posted in the classrooms and will be available at orientation. Drive by LeafSpring School and point it out to your child when in the area.

Visit your child’s “new school” before the first day of school. • • •

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Children will feel more comfortable if they have had a chance to see and explore their new classroom and school prior to drop-off time on the first day of school. More than one visit may be required for the child who eases into new situations with reluctance. Talk to the teacher to discuss this need, and to help her learn more about your child. Remember that when your child visits, it is necessary for you to remain in the building since your child is not yet an enrolled child. Some parents find it helpful to “duck out” of the room and sit in the lobby for a few minutes to allow their child play and socialization opportunities with them “out of sight”. Please let the teacher know if that is your plan, so she can facilitate the situation. Many of our schools arrange specific visit days and times. Predetermined visitation times are offered in August as the new school year approaches; for mid-year enrollments, please arrange your visitation with the Director.

Create comfortable routines. • • • • •

Establishing routines and procedures is extremely helpful for easing transitions. Remember that children do not understand timelines as much as they understand ordinal markers in their day, i.e. “mommy will be picking you up sometime after you go outside to play this afternoon.” Children enjoy drop off time “rituals”, including silly things like “pushing daddy or mommy out the door”, a kiss on both cheeks and on the nose, etc. It is important to allow enough time for transitions, but also critical to not prolong good-byes. Parents who leave, or say they are leaving, who come back to (indiscreetly) keep checking on things only prolong their child’s adjustment. Sometimes a child likes to retain something of moms or dads to keep in their cubby such as an earring, a watch, or a scarf. They may keep this in their cubby, glance at it at points in the day, and run to retrieve it for you when you arrive at pick up time. Before you know it, your child will greet you at day end with the statement that they are not ready to go home yet--a statement that creates mixed emotions for parents!

Let your child know when routines will change. • • •

Flexible work schedules, however a blessing to the working parent, sometimes wreak havoc for children in transition. Find ways to let your child know what to expect on any given day, again bearing in mind that they don’t understand timelines. If you will be picking up for a doctor’s appointment or stopping by for lunch with your child, it is best to make them aware of that ahead of time, especially if they are returning to school after the doctor’s appointment or staying at school after your “lunch date.” Be sure to inform your child’s teachers if there is going to be a change in your typical daily routine. The teachers can help prepare your child for any changes to their day.

Talk to us often. • • •

Good communications between home and school are essential. We want to be partners with you in sharing the day with your child. Feel free to call and talk to your child’s teacher during the day. Your child’s teacher may not be able to come to the phone each time you call, but he/she will gladly return your call at a time that is convenient to the classroom schedule. Please know that phone calls or emails to check on your child are always welcome. If available to leave the front desk area, our administrative staff will be glad to peek in the room and check on your child at your request.

Parent Advisory Board

LeafSpring School’s Parent Advisory Board is comprised of parent representatives from the various age groups served at the school. Although membership on the Parent Advisory Board is by invitation, anyone interested in serving on the school’s board should discuss their interest with the Director.

What It Is: The Mission of the Board is to: •

Assist the Director(s) in the planning of school wide events.

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Assist the classroom and teacher in planning classroom events.

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Identify and execute ongoing projects that support the school.

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Solicit the help of other parents as needed for special projects.

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Develop faculty/staff appreciation initiatives.

What It Isn’t: The Parent Board: •

Does not assist in making school policy or procedure.

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Does not field parent complaints.

Notes on Discipline

Discipline and guidance are based on an understanding of each child’s individual needs and his/her current developmental stage. The purpose of all discipline is to teach the child acceptable behavior and to guide him/her toward appropriate self-management. Depending on your child’s age and the situation, one or more of the following discipline methods may be used: 1.

Positive reinforcement of desirable behaviors

Positively focused communication, appropriate to child’s age level

Proactive and preventative classroom management that promotes desirable behaviors

Encouraging “Use of Words” in problem solving

Discussion of natural and logical consequences

Distraction/repeated redirection

Time away from the group (to be used as last resort ONLY)

In more challenging discipline situations, a collaborative plan will be developed between the parents and the Director and/or teacher for behavior modification.

Children are never subjected to harsh and cruel treatment, humiliation, abusive language, physical punishment, or any discipline associated with food, napping, or toilet training. Children are never subjected to verbal abuse that would include, but not be limited to, threats, belittling remarks about any child, his family, his race, his religion, or his cultural background, or other statements that are frightening or humiliating to the child. LeafSpring School adheres to a ZERO tolerance stance on breaches to our discipline policy. We request that parents abide by these same provisions while in the school or at school events.

Tips for Biting

Although developmentally appropriate in early childhood, biting can often become a social and behavioral nightmare for parents, children and even teachers. Older infants, toddlers, twos, and sometimes even preschoolers use their teeth for things other than chewing food. While this stage is developmentally predictable, it is not a behavior that is condoned. Because biting is a developmental phase, parents and teachers alike can take comfort in the fact that it will pass as the child grows and matures. Patience can make a difference. The optimal strategy to decrease or halt biting behavior is to determine the precipitating triggers. Biting can be a child’s attempt to express a myriad of emotions including affection, frustration, anger, boredom, and teething pain. Obviously, this is a socially unacceptable way to express one’s feelings. Teachers and parents must work together to understand this behavior and implement strategies and tactics to decrease the behavior, including: •

Communicate calm and firm messages to the biter, “We don’t bite our friends.”

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Shadow the biter and interrupt the potential bite before it occurs.

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Identify and interrupt the biting sequence.

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Offer teething rings and other sensory stimulation.

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Review the child’s day to identify and eliminate trigger events as possible.

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Provide the child more autonomy in his environment.

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Reinforce the unacceptable nature of this behavior at home.

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Actively comfort the victim in the presence of the child who bit to help them understand that they have hurt their friend.

Health risks associated with biting are of obvious concern for the parents of both the child who was bitten and the biter. Research has shown that the risk of infection or transmission of blood borne pathogens from biting incidents in early childhood settings is very rare. The Get Well Place nurse will assess the children and carefully clean the bite with soap and water and use antibiotic ointment, as appropriate. Both sets of parents will receive communication regarding the incident.

Potty Training How will I know when my child is ready for potty training? The age at which a child becomes ready for potty training is highly individual. NOBODY can give a specific month or time when a child will be ready. If the demands are too early or too strong, the child will react negatively to the whole experience. He or she may feel helpless, inadequate and frustrated. Usually a child will display a natural interest in using the potty at about two years of age. He/she will also give you some physical clues/symptoms that will tell you that his/her body is developed and ready: 1.

The child’s diaper will be dry for long periods. This means that the bladder is filling and emptying. Prior to this developmental milestone, the bladder empties as soon as urine becomes present.

2. The child’s diaper will be dry when he awakens. 3. The child will tell you when he/she is wet. This means that the child is beginning to understand when urination has occurred. The sensation must be recognized before it can be controlled. 4. The child will ask to be changed. Once a child experiences periods of dryness, quite frankly, he learns to prefer this. This fact can be used to enhance the potty training process. 5. The child will seek a private place to have bowel movement. He is identifying urges prior to elimination—A GOOD SIGN! At this point, the process should be introduced in a casual manner.

What should parents do to get ready? First, talk with your child’s teacher about signs of readiness that have been observed at home. Be aware that the first signs of readiness may occur at LeafSpring School, where they are observing other children in the potty training process. •

Invest in some books about going potty for your child (there are several good ones in the bookstores). Books are a great way for a child to visualize what he/she needs to do and encourage further exploration.

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Provide a child sized toilet several weeks to months before he/she tries to use it properly. Your son or daughter should have time to get comfortable with this new object and display a natural interest.

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Remember to get down on the child’s eye level when the child is sitting on this special seat. Talk to your child and describe everything that is happening and what will occur next.

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Be sure to regularly share any progress with the teacher in your child’s classroom so we can support your efforts.

When do I start? When parents wish to begin training their child, it is suggested that they pick a weekend that will be relaxed and spent close to home. To get off to a good start, it is important to create a calm and consistent environment. Flexibility and the ability to meet the child’s toileting demands as soon as possible is particularly important.

Potty Training How do I go about this? To adults, toilet training a child should be a simple, short procedure. In the eyes of a child, it is a very complex learning task. There are several steps that must be mastered in the process. We suggest the following method to make the transition from diapers to underwear. 1.

While still in diapers, offer the child the opportunity to sit on the potty during diaper changes.

2. Once the child begins to remain dry between changes and uses the toilet well, encourage the child to tell you when he/she feels the urge to go. Remember you are trying to have the child identify the need to go potty. Constantly asking the child or checking their diaper will not promote this independence. 3. After your child can consistently use the toilet, you may be tempted to invest in “Pull-ups.” Pull ups, although more convenient, often delay potty training because of their strong absorbency. On the other hand, underpants or cloth training pants allow the child to feel slightly uncomfortable after an accident. It is this discomfort that is the motivation to use the potty regularly. 4. When your child can go accident free for the entire day, it is time to make the transition to “big girl” or “big boy” underpants. However, your child may continue to have problems staying dry overnight until four or five years of age. 5. Your child may occasionally have an accident. This may occur at times of great excitement or when the child is very involved in an activity and forgets to go to the bathroom. Accidents may also take place when the child is under any physical or emotional stress. Punishment should NEVER become associated with potty training.

How can LeafSpring School help potty train my child? The teachers at LeafSpring School have extensive experience in potty training children! When your child is ready to begin potty training, you and your child’s teacher will partner together to develop a plan to achieve consistency between home and school. Communication between you and your child’s teacher is critical to your child’s success. Patience and encouragement in the potty training process is essential. While we have many potty training techniques, we know that each child is different, and we will strategize with you to develop an individualized approach designed to maximize your child’s potty training success.

What if my child is not toilet trained by three? Reinforcement of toileting independence continues in the preschool. By the age of three, children are often potty trained except for sleeping hours and an occasional accident. If your child is not toilet trained, but is developmentally ready for promotion, he/she will be promoted to the next classroom with emphasis placed on this milestone. If your child has special needs that delay this process, reasonable accommodations will be made for diaper changing in consultation with the Director. If you have any questions, please do not hesitate to ask your teacher or your director. We are happy to provide you additional information.

Birthday Parties At LeafSpring School, we try to keep birthdays “special but simple”. Children need to enjoy their special day without the pressure of having a party more spectacular than the last child’s classroom celebration. To that end, we have developed a simple list of Birthday Party “dos and don’ts” which we ask you to follow: Birthday “Dos” – In an effort to keep it “special”, please: o Feel free to provide a special snack, to be eaten at afternoon snack. 

Make sure to prearrange this with your child’s teacher.

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Please check with teacher to be aware of all classroom allergies.

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Please make sure your snack is all the same flavor!

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Items must be store purchased with ingredients listed.

o Bring a Birthday Book 

Feel free to donate a copy of your child’s favorite book to the classroom library. This can include a special inscription on the inside cover to honor your child!

o Become a Parent Reader 

Often parents will choose to come and read the donated book to the class, a custom we welcome and encourage!

Birthday “Dont’s” – In an effort to keep it “simple”, please: o No special entertainers o No goody bags or special decorations o No helium balloons, as these are a choking hazard o No birthday presents for the birthday child while at the school. If you would like to plan a special party that might involve some of the things we cannot allow in the school, we encourage you to plan a party during the evening or on the weekend. We will gladly assist you in distributing your party invitations if all children in the class are invited. If only a portion of the class is invited to a birthday party, we request that invitations not be distributed at school to avoid the possibility of hurt feelings.