Week of the Young Child
The Week of the Young child will be observed at NCCCC from April 11—15th. Each day of the week is designated as something different; Monday, April 11th is “Music Monday” we will celebrate music through dance and have a whole group dance party in the dining hall, “Taco Tuesday” we will focus on healthy food choices by making fruit tacos, “Work Together Wednesday” we will make constructions out of card-board boxes, tubes or any material parents can collect for us that would lend it-self to construction, “Artsy Thursday” we will have an Art Show with the children’s art work on display in the hall. “Family Friday” we will host an Ice Cream Sundae get together for our families. We also have two children’s authors coming, Lisa Saunders to read and sell autographed copies of her book “Once Upon a Placemat” and Deb Ciofi will present her book “Out and About with Howard & Jane”. We hope you and your family can join us on Friday at 4:00 PM.!
What We Learn When We Play In the Library Center
This is the third article in a series explaining how children learn through play. Library Center The Library Center should be a comfortable place where stu-dents can relax and enjoy a good book, fostering a love of reading. It is a place where students can interact with each other as they read with a partner or discuss books they have read. Child Development The Library Center offers many experiences to facilitate growth and enhance skills in all areas of development. Physical Skills: strengthen eye-hand coordination, eye movement, and fine motor skills. Social/Emotional Skills: provide an opportunity to communicate feelings and deal with difficult situations, develop concern and understanding for others, enhance self-esteem, and encourage sharing time and materials with others. Language Skills: build vocabulary, comprehension, listening skills, verbal expression, storytelling, and reinforce the importance of print in communication. Intellectual Skills: develop letter and word identification, understanding of symbols, prediction, sequencing, application of past experiences to new situations, and imagination.
We encourage parents to please wash yours and your child’s hands both when drop-ping your children off and when picking them up. This prevents the spread of germs both in the center and your home. This is one of our NAEYC Policies and when the assessor comes they will be watching to see if parents remember. Please make it a habit. Thank you!
This is the fourth in a series of articles on NAEYC to better help parents understand what our accreditation means to our program and to your child’s experience in our Center. Standard 4— The program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on children’s learning and development. These assessments occur within the context of reciprocal communications with families and with sensitivity to the cultural contexts in which children develop. Assessment results are used to benefit children by informing sound decisions about children, teaching, and program improvement.
4.A.02 The program has a written plan for assessment that describes assessment purposes , procedures, and uses of results. The plan also includes
Conditions under which children will be assessed.
Timelines associated with assessments
Procedures to keep individual child’s records confidential
Ways to involve families in planning and implementing assessments, and
Methods to effectively communicate assessment information to families.
Excerpt from handbook concerning Assessments
Niantic Community Church Children’s Center Assessment Plan
Child Assessment is a vital and necessary component of all high quality early childhood pro-grams. Assessment is important to understand and support young children’s development. Each classroom completes assessments that encompass all areas of development, cognitive, social-emotional, language, health and physical development, including self –help skills. It is also essential to document and evaluate how effectively curriculum is meeting each child’s educational needs, and to inform on program improvement. NCCCC’s curriculum goals and objectives align with assessments of child progress.
All assessments will be completed by the teachers in the assigned classroom.
An assessment is completed within the first month of a child’s enrollment in NCCCC.
Assessments are individually administered. Developmental assessments are completed throughout the day and year using observations of the child’s interactions and behavior. Both group and individual observations will be used to compile documentation. All observations and assessments are done while children are actively involved in planned activities within NCCCC.
Various methods of information gathering are used to document developmental growth of children. These methods include but are not limited to work sampling, observation and language samples.
Developmental assessments are ongoing (year round) with results discussed with the parent throughout the year, both daily (at drop off and pick up) and at two scheduled parent/teacher conferences, one each spring and fall semester.
Parents are asked to be involved in their child’s planning and assessment through daily conversations and written daily reports on each individual child, and the bi-annual assessments. The teachers and parents discuss developmental milestones reached, developmental progress, and developmental concerns.
The information gained during all observations and assessments will be used on an individual basis to develop curriculum, parent education and evidence for referral.
The teachers will use the information gathered during the assessment process, identifying children’s interests and needs, within their curriculum planning to best meet the needs of all children enrolled.
During the scheduled conferences teachers and families develop leaning goals for the children. These goals are used to plan learning activities for children based on assessment of individual needs and interests. This is completed both during the scheduled conferences and through out the school year as needed.
The teachers will inform the parents of the assessment results. This process will em-power the parents as they will feel informed and more knowledgeable about their child’s developmental process. Confidentiality
All information obtained regarding any center family/child(ren) is considered confidential.
Information obtained and collected by our program will be shared with other staff on a “need to know” basis.
All confidential materials will remain in the child’s file in a lockable filing cabinet in the office.
All parents/guardians may gain access to their child’s information by either asking the teacher or the director.
All information compiled during observations and assessments will be used to promote the healthy developmental growth of the child.
No information can be shared with an outside agency without the written consent from the legal guardian.
It is important to NCCCC that all families are given the opportunity to fully understand, interpret, and become involved with their child’s assessment and goals. NCCCC has avail-able on site both a Spanish and a Chinese speaking staff person. If necessary, we will do our best to find an interpreter for any family that needs and makes a request.
In the event of a potential developmental delay the teachers will use the information gathered as evidence, with parental approval, for referral for future diagnostic screenings and assessment. Depending on the type of atypical development various external agencies (the child’s local school system, Birth to Three, United Community and Family Services, Building Blocks, etc.) may be involved in diagnostic screenings and assessments.
I am very sad to announce that Kendra , the teacher in the infant room, has given her notice. We are all very sad to see her go and assured her that when she has taken care of her personal business and is ready to return to the work force we would more than welcome her back! She will be missed.
On a happier note we have hired Brittany Somes as Kendra’s replacement. Brittany has a degree in education from Ohio Wesleyan. She also has experience working at Old Lyme Children’s Learning Center. She comes highly recommended by Karen who worked with her there.
We have also found a part time teacher from 2:30—5:30. Her name is Rachel Belanger and she is an 18 year old ELHS student. This is her first job but she is taking the Early Childhood Class at the High School and has experience in that center under the supervision of her teacher .
We have also hired a new sub, Nermeen Zaki, who you will be seeing around the center on occasion.
So our NAEYC Renewal is moving along swiftly. We have submitted all our paperwork and it has been accepted. They have given us our 15 day window in which the site visit will occur. This should happen between April 25—May 13. They will call us the day before the actual visit.
They have a long list of observable criteria that they will be looking for and then they will be looking through the Classroom and Center Portfolios. The portfolios contain evidence that we meet the criteria expected by NAEYC. I have been writing a series of articles on NAEYC for the past few months that state a criteria and then the evidence that I give in the Center Portfolio (See page 2 “Understanding NAEYC”)
One of the observable criteria they will be looking for is the hand washing of children and parents when they drop off and pick up. So you can help us maintain our accreditation by simply talking to the teachers at drop off to let us know how your child’s night was and by washing both your hands. Your help is greatly appreciated.