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Parent Handbook - TLC Child Care

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					         TLC Child Care
        Parent Handbook




    2221 Dunn St. Suite 2219
        Juneau, AK 99801
      www.tlcsoutheast.com




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                   Table of Contents
Part I
 Welcome and
Introduction…………………………………………………………………………………………………………………
…………………….5
Educational
Philospohy………………………………………………………………………………………………………………………
………………………6
Goals……………………………………………………………………………………………………………………………………
…………………………………………7
History………………………………………………………………………………………………………………………………
………………………………………….7
Facility
Type………………………………………………………………………………………………………………………………………
………………………..8
Primary
Caregiving………………………………………………………………………………………………………………………
……………………………9
Continuity of
Care………………………………………………………………………………………………………………………………………
……………9
Transition………………………………………………………………………………………………………………………
…………………………………………….10
Emergency
Caregiver…………………………………………………………………………………………………………………………
…………………..10
 Parent
Packet…………………………………………………………………………………………………………………………………
………………………..10
Care of Infant
    11
    Meal times
    12
    Bottles
    13
    Older infants/toddlers
         13

5
Toddler /Preschool Care
         14
Curriculum Planning for preschoolers
             15
Emergent Curriculum
    16
School Age care
    18
Toilet Training
    19
Routines                               21
Arrival
    21
Departure
    22
Schedule                               23
Enrollment
    24
Facility Hours
    24
Holidays                               24
Annual Survey
    25
Contract Renewal
    25
Non-discrimination
    25
Confidentiality
    25
Nutrition
    26
Supervision
    27
Transportation
    27

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Field Trips
    31
Medication
    31
Toys from Home
    31
Discipline Guidance
    32
Language                              33
Contact Information
    36
Nap/ Quiet Rest period
         36
Illness Policy
    36
Alternative plan
    40
Early drop-off/ late Pick-up
         41
Fees/ Payment
    44
Termination
    45
Dismissal                             43
Grievance                             43
Injury                                43
Smoking                          44
Disaster/ Fire Drill
    44
Notification of Policy Changes
         45
Parking                               45
Licensing                             46
Mandated Reporting
    46

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Parental Access/Open Door
    49
Parental Involvement
    49
Photo policy                                       51
Contact                                            51
Inclement weather                                  51
TV. Movie & Computer usage
    51
Contractual agreement for care
         52
Conclusion                                         52
Signature Page
    56
Appendix




Welcome
Welcome to TLC Child Care and thank you for giving us
the opportunity to care for and educate your child. We
are excited to be a part of your child’s life and will
do our best as care providers and role models. We will
provide a safe, healthy, comfortable and fun
environment where your child can grow, learn and thrive
at his or her own pace. We strongly believe in
respecting and nurturing the individuality within each
child and are eager to help them bloom! In return,
parents should adhere to the policies contained within
the handbook and treat the director and my staff with
respect.

This handbook should serve as a useful resource as you
familiarize yourself with the program. This handbook is
intended to inform you of policies and procedures as
they pertain to the care of your child while he/she is

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attending TLC. You will be required to sign an
acknowledgement form stating that you have read and
agree to the policies and procedures contained within
the handbook. Should you have any questions or concerns
please feel free to discuss them with me.

Please note that the terms caregiver, provider and
teacher are used interchangeably to refer to the person
or people that interact with your child on a daily
basis.
Introduction
TLC Child Care is a place where;
 Children are valued for their energy, natural
   curiosity, and unique personalities and temperaments
    Staff are valued for their ability to work as a
     team for the benefit of the children, their
     commitment to continual program and professional
     self-improvement, their energy, creativity,
     dedication and enthusiasm and their ability to
     design and implement developmentally appropriate
     curriculum, making full use of the resources
     available to them.

     Families are valued for the love and support they
      give to their children, the trust they place in us
      to care for their children and the support they
      give us as professional Early Care and Education
      professionals.

     We are ALL valued for our ability to communicate,
      laugh, play, respect one another and learn from
      each other.


EDUCATIONAL PHILOSOPHY

Early Childhood development is a process that is
continually changing and expanding, therefore both

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structured and unstructured activities are offered for
children. However, our basic philosophy is one of
freedom to learn, grow, and make choices. We believe
that children learn through play and we have structured
the environment to reflect that belief. This does not
mean that the program is not carefully planned. Staff
and student teachers are encouraged to be flexible and
to allow the children freedom to learn at their own
pace. All activities are steps to growing and
developing physically, socially, emotionally, and
cognitively. Children learn in different ways, with
all their senses. Varied experiences and materials
will be provided for multisensory and whole brain
learning. Cognitive learning is not overemphasized,
but rather children are given ample opportunity for
activities and exposed to pre-numbers, activities
designed to form a positive self-image. Practice in
motor skills is encouraged. Children learn
independence, turn-taking skills, and how to interact
with others.

The best atmosphere for learning is one of acceptance,
mutual respect, pleasure, fairness, consistency, clear
limits and expectations, and encouragement. A
predictable, organized environment, with caring adults,
clear expectations, and appropriate consequences
supports the whole child. The outdoor play environment
is an extension of the classroom, requiring the same
level of adult planning, supervision, and involvement
with the children.

Families are considered an integral part of our
program. Daily communication and collaboration between
families and caregivers is stressed. Support,
encouragement, and assistance are vital in helping to


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ensure personal and professional success for working
families.
Mission Statement
It is our mission to provide high quality, affordable
child care in an arts and nature based early learning
program, under the premise that it truly takes a
village to raise children, where children are
respected, treated kindly and handled with care as they
learn about the world around them and begin to discover
their place in it.
Core Values
        The children are #1! Are they safe? Are they healthy? Are they having fun? Are they
         learning?
        Positive partnering! With parents! With other providers!
        Community Spirit! It takes a village and we are all part of that village!
        Excellence! We are professionals! We are ethical! We have integrity (our actions match
         our words)!
        Kindness toward all
        Respect for all
        Gentleness of being
        Enthusiasm! I am glad to be here and I want you all to know it!
        Compassion!

Vision
To instill in every child we meet a love of learning, a sense of self-worth, an appreciation for the world in
which they live and a desire to achieve their own little greatness every day of their lives!




Objectives
 Establish and maintain a safe and healthy environment
  for children and partner with parents and community
  resources to promote and provide high quality care.
 Encourage children to develop their self-help,
  communication and problem solving skills.
 Support the children’s need for autonomy while
  providing consistent and reliable interaction with
  each child.

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 Support the children’s need for self-awareness and
  positive self-image.
 Extend the children’s learning through hands-on
  learning and field trips.
 Offer developmentally appropriate opportunities that
  encourage social, emotional, physical and
  intellectual growth.
 Teach the child to relate to others, to value
  friendships, and to respect all people.
 Help each child learn to develop self-discipline and
  independence and to deal with his or her emotions in
  an appropriate manner.
   Provide a well-balanced schedule of activities and
    quiet times.
  
History
I am a Technical Writer by education, but a child care
provider through years of experience working in private
homes and group/center-based child care programs. I
have worked with children of all ages and am not
partial to a specific age group. Each developmental
stage is filled with tremendous possibility for growth
and discovery and as a care provider I will provide
ample opportunity and interaction so that each child I
care for feels safe, has fun and learns something new
each day. I have earned my CDA and 320 hours of
training pertinent to the Early Care profession in
addition to a BS in Technical Communication and MS
curriculum in the same program. I also encourage my
staff to obtain the required 12-20 hours of annual
training as well as additional training for personal
and professional growth. I work closely with the local
AEYC to stay informed about current topics in early
childhood locally and nationally.

Facility Type
TLC Child Care is a licensed center with a capacity for
25 children ages 6 weeks to 12 years of age. TLC Child
Care provides full-time, year round care and education
services to young children and part time school year

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and full time summer care for children ages 5-12 as an
after-school care and education program for school age
children. I am the full-time director of TLC Child
Care. Children will be cared for in small groups of 5-
8 children based on their age, developmental level and
activity. Teacher-to-child ratios varying based on the
ages of children in care and the experience and
qualifications of each care provider. During the school
year TLC Child Care provides preschool care and
education under the direction of myself as lead
preschool teacher. There is one full-time, lead toddler
teacher and a part-time assistant teacher. This
program is an age-integrated program meaning that
children of various age groups are cared for together
enabling the children to interact with and learn from
both younger and older children through observation and
positive interaction. The following chart illustrates
required caregiver to child ratios;
Age of    # of      Term for   Number of Maximum notes
Children Children child’s     Caregivers group
                    age group            size
0-18      5         Infant    1          10:2
months
19-36     6         Toddler   1          12:2
months
3 & 4     10        Preschool 1          20:2
years
old
5 & 6     14        Kinders   1          28:2
years
olds
7 thru    18        School    1          36:2
12 years            age
of age
 Caregiver ratios will be maintained for the youngest
child in the multi-age grouping
   A child care center may maintain a child-to-
     caregiver ratio consistent with the age of the
     majority when kinders and school age children are
     in a multi-age grouping.

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   For infants, toddlers and preschoolers in multi age
    groupings the ratio for the youngest age group
    present applies.
For more information regarding licensing capacities and
teacher-to- child ratios feel free to visit the State
of Alaska Child Care program office website at
http://www.hss.state.ak.us/dpa/programs/ccare/.
TLC Child Care is an outdoor inspired, nature-based
program where children are able to utilize the natural
environment and the outdoors as the ideal classroom for
learning and interacting with other children. The
program participates in weekly Early Learning Eco Club
hikes and spends a great deal of time outdoors both on
and off-site. In addition, some of the outdoor
opportunities for children attending the program
include an on-site garden, hike trails, 9 hole folf
course, bike loop and continuous, man-made stream. TLC
will provide materials and ample opportunity for daily
physical activity, art, science, cooking, homework
assistance and other developmentally appropriate
activities that are specific to this age group.

Parking and/or driveway area

It is the policy of TLC Child that all children are to be accompanied into the facility and/or directly presented to
their caregiver by a parent or guardian. Children are not to be dropped off at the facility without direct supervision
of a parent. For your child(s) safety please connect with your child’s caregiver at drop off and pick up so that the
child can be signed in or out. It is very important that you assist your child in arriving to or departing from the
program especially when there are other families arriving and or departing simultaneously thereby increasing the
traffic in the parking area. Please inform your children about the importance of watching for cars.

Supervision of Children

Please supervise your children at all times prior to their signing in at TLC Child Care and after they have been
signed out.

Cell Phone Usage At Drop Off/Pick-up

Please refrain from using your cell phone during drop off and pick up as this is an important time of day for
communicating with us about your child.

Classroom Set-Up

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Each group of children will have a “classroom” where
they will spend a portion of each day. Classrooms will
be set-up with thematic interest areas that will be
changed In accordance with the childrens interest in a
given area.
PRIMARY CAREGIVING
Primary caregiving ensures that every child has a
“special” person and every parent has a primary
contact. Primary caregiving is a type of care that
encourages the forming of close relationships and
fosters the development of closeness and trust between
caregivers and the child’s family. Intimate
relationships with other people are the foundation of
our emotional health and well-being, therefore it is
important that children develop a relationship with one
certain caregiver.   This attachment and bonding
process will be developed through a lead teacher/
caregiver being assigned to a group of children. This
person will form a caring, nurturing, and responsive
relationship with the children in his/ her care. In
the classroom, the teacher shall be the expert on each
child in her care, knowing pertinent information like
the child’s individual schedule, developmental
abilities and special needs, sleeping needs, and
individual interests. The teacher will be responsible
for evaluating each child’s development and have parent
conferences for each child in her classroom.
CONTINUITY OF CARE
Continuity of Care keeps primary caregivers and their
children together for as long as possible, typically 2
+ years. Loving relationships between caregivers and
children, and between the children themselves develop
in an atmosphere of familiarity and trust. Families
are also able to form a long-term relationship with the
caregiver. Family group home child care is an ideal
setting for this type of caregiver, child, family
relationship and at TLC children are cared for by the
same caregiver or small group of caregivers from birth
until age 12. Children will not be placed in an infant
“classroom” and subsequently moved into a toddler

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classroom at 18 months. Children will remain with their
caregivers for the duration of their care needs
minimizing the number of transitions from classroom to
classroom during the crucial early years. Typically, in
continuity of care, separation anxiety between parents
and children often become inexistent as the
expectations, the staff and the environment are known
to the families. Young children often need a full year
to get to know new faces, trust them and settle into a
group. The second year in the same group encourages new
beginnings within the familiar and “safe” environment
for the child. The second year also gives the families
an opportunity to develop deeper levels of trust
between them and their caregiver. Some children
continue to need their primary caregiver throughout the
year, while others become more comfortable with all the
caregivers in their program. Children’s individual
styles of interacting and coping are respected. The
level of consistency and predictability that your child
needs to feel safe and comfortable will be met by each
caregiver. Continuity and consistency are essential
components of quality care for infants and toddlers.
The adaptation period and communication go a long way
in helping us provide consistency of care. Parental
support of each caregiver is essential for positive
outcomes in this type of program.

Parent packet
Upon enrollment each parent will receive a Parent
Packet. The following elements are included in your
parent packet;
* Parent/provider contract
Handbook
Parents Guide to Licensed Care
*Child Emergency Information (Orange cards) Both copies
*OTC Medication Authorization Form
*Child Pick-up Authorization
*Emergency Information for Child (pink sheet)
*General Travel/Activity Authorization (purple sheet)

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*Sick Child Policies
*Medication Administration Authorization
*Defining Child Care
*Allergy and Food Preference Info.
Immunizations (not included in packet, but ARE
required)
Care of Infants
Infants will be held, cuddled and fed on demand. They
will also rest on their own schedules in pack n’ plays
with their own bedding and blankets that are laundered
on a weekly basis or more frequently as needed. Parents
should provide 2-3 changes of clothing, diapers, wipes,
ointment and breast milk. TLC will provide Enfamil
brand formula. Infants will rest in their own cribs
and/or pack n’ plays with bedding material that is
laundered weekly and/or before being used by another
child. Parents are welcome to come and visit their
babies and nursing mothers are encouraged to stop in
and feed their infants. Infants will be taken outside
to play and get fresh air daily so please provide
adequate outdoor attire, sunscreen and a hat if needed.
Diapering is done on a two hour schedule unless the
child has soiled his or her diaper and then the child
will be changed immediately. A diaper changing log is
kept in the infant area and can be viewed upon your
request.
Infants

Young infants will be fed according to their own
schedule. As they grow and start eating solid foods,
their eating needs will change and the eating times
will be adjusted toward the group schedule. During
lunch, infants not yet eating table food will be served
cereals and jarred foods.


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Breastfeeding mothers are welcome to do so within the
program setting. The program shall support breast-
feeding mothers by making a comfortable, quiet corner
for them to be with their babies while feeding and to
help minimize interruptions.      The caregiver shall
support the practice by willingly accepting bottles of
breast milk, by allowing, even encouraging, the mother
to drop by for feedings, and by providing a comfortable
place for mother and baby to sit and nurse.

As your infant grows and becomes more adept at eating,
he/she will be using their fingers for eating "finger-
foods" and working on using infant utensils. As infants
gradually start to eat cereals, jarred foods, and table
foods, parents will inform the care provider as to what
their child can eat. It is recommended that infants try
new foods at home first, then parents can add the new
food to things the child can eat while in care.
However, children will be given the opportunity to
sample a wide variety of different foods and parents
will be informed as to any new food the child will be
trying while in care.

If your infant (eating table food) or toddler should
have a food allergy or food intolerance, please notify
the care provider immediately and a doctor’s note must
be provided stating exactly what foods cannot be given
to your child. If a doctor’s note is not provided we
must provide the child with all the food we are serving
for that meal. When a child has an allergy or an
intolerance it is the parent’s responsibility to
provide an appropriate food substitute.

Bottles

   Bottle-fed    babies   shall   receive    the   same
personalized attention as the baby who is breast-fed by
his or her own mother. Babies will be held for bottle-
feeding.   Bottles will never be propped. The feeding

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schedule will be individualized for each infant and
flexible enough to accommodate the child’s daily needs.
Infants will be fed when hungry, not when the clock or
schedule dictates.

Parents of bottle-fed babies will need to provide TLC
with breastmilk if you are breast feeding your child
and all breast milk must be dated and have your child’s
name on it. Fresh breast milk can be stored for 24
hours in the refrigerator or up to two weeks in the
freezer. Milk that exceeds this time frame will be
discarded. Contents remaining in any bottle must be
discarded within one hour. Only breast milk and formula
will be placed in your child’s bottle. No bottles will
be served with cereal or any other food product in
them. Juice will only be served from a sippy cup. If
your child is breast fed and a parent forgets to bring
in breast milk or the frozen supply is depleted, the
parent will be called immediately. TLC will provide
clean, sanitized bottles for use in the child care
setting that will clearly be labeled with the child’s
initials and washed after each use. TLC Child Care will
provide formula in accordance with the USDA food
program.

Older Infants and Toddlers

Children who are 12 months and older will be given the
lunches and snacks that are being served and drink
whole milk. The older infants will be sitting in chairs
with trays or a small table with chairs and toddlers
will be at tables to eat their meals. Children will be
using sippy cups or regular cups and using utensils.
Depending on the age group of children bottle drinking
may or may not be a practice depending on parental
weaning preferences. It is our goal to work
cooperatively with the families and their child’s
routine.

Food will never be used as punishment or reward. Each
child shall be encouraged, but not forced to eat or

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taste his or her food.       Sufficient time shall be
allowed for each child to eat.       As developmentally
appropriate, opportunity will be provided for the
involvement of children in food-related activities.

Toddler and Preschool Care
Family Responsibilities
Important information about the infant care program;

      Baby food supplied by the parent shall be in the
       original unopened container and labeled with the
       child’s name.
      Frozen breast milk may be stored in our freezer up
       to 2 weeks
      Space is provided for mothers who wish to come to
       breast-feed
      It is the family’s responsibility to make sure that
       their child has enough diapers and wet wipes for
       each week and maybe more, depending on how often
       their child needs to be changed.
      Space is provided to store diapers, wipes, unopened
       nonperishable foods, changes of clothes, a blanket
       and any security item (s) your child may sleep with
       while here
      When a child requires a special diet, a written
       statement from a medical authority shall be on
       file. Children with food allergies/intolerance
       shall have a written statement signed by the
       child’s   parent  indicating   the  specific   food
       allergy/intolerance. When a child requires a
       modified diet for religious reasons, a written
       statement to from the child’s parent shall be on
       file.


Clothing: Please dress your child in easily washable
clothes. Your child will need two to three changes of
clothing, including a second pair of shoes. Socks with


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non-skid material on the bottom are best for infants
and newly walking toddlers.

We also recommend pants with an elasticized waistband
(or snap legs for infants). These are easily managed,
and for toddlers, encourage independence, especially
during toileting routines. Suspenders, belts, and pants
with snaps and buttons often complicate the dressing
process. All children should be dressed so they can
enjoy outdoor play every day. Non-skid shoes afford
maximum safety for both indoor and outdoor activities.
Shoes with Velcro fasteners are preferable to laces as
children can close them themselves, promoting dressing
independence.

Some of the most enjoyable activities are also the
messiest. A complete change of clothing, clearly marked
with your child’s name, must be kept in his/her cubby.
Please bring the extra set of clothes on the first day
and periodically make sure that all the essentials are
there, or that the clothes still fit your child.
Clearly mark all of your child’s clothing including
shoes and boots.

Children will go outside in all weather except bitter
cold with excessive wind chill. If a child is not well
enough to play outside then he/she should stay home.
Please provide your child with appropriate outdoor
clothing for whatever weather is predicted on days of
attendance.

Curriculum Planning for Preschoolers
There are at least two overall curriculum planning
guiding principles that are consistent throughout all
teacher/ child interactions at TLC. We are most
influenced by theories of educational practices that
describe how children construct their knowledge and
differ in their stages of development.


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The first principle concerns how children learn. It is
only through the active, meaningful engagement and
experimentation with objects and people that children
can begin to construct their knowledge, logical
reasoning and develop social relationships. This
happens most easily through children’s play and
socialization experiences.
Many of the curriculum activities grow from our
objectives for individual and groups of children and
our environment. For example, the dramatic play area
affords much opportunity for socialization and language
development. Blocks are wonderful for exploration of
relative size and shape (geometric relationships), as
well as fine motor manipulation. Music and movement
offer opportunities for socialization, bodily-
kinesthetics, pitch and rhythm awareness, and
appreciation of cultures. Activities like painting,
working with playdough, develop interest, fine motor
skills, socialization, sensitivity to color, media,
form, shape, etc.

Many of the curriculum areas are integrated and
overlapping. Each age group is given opportunities for
creative expression and problem-solving, while
maintaining a balance of teacher-planned activities,
and those that emerge from the children’s and teacher’s
interests, abilities, goals and objectives

The second principle relates to the role of the
teacher. It is our belief that each teacher creates an
intellectually vital, emotionally safe, and supportive
setting in which to encourage every child’s overall
development. To do so, all the teachers have a solid
knowledge of child development as a foundation for
understanding and assessing children’s growth.

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In both cases, the principles that guide our curriculum
planning and implementation of it have their roots in
what is called emergent curriculum. In addition,
curriculum will be developed using the Alaska Early
Learning Guidelines.
What is Emergent Curriculum?
Emergent Curriculum is sensible but not predictable. It
requires of its practitioners trust in the power of
play – trust in spontaneous choice making, among many
possibilities. Good programs for young children
encourage children to become competent players.
Children’s programs that are also good for teacher
growth encourage teachers as well to become competent
players, choosing among possibilities and thus
constructing their own hands-on understanding of the
teaching-learning process.
Emergent curriculum describes the kind of curriculum
that develops when exploring what is "socially
relevant, intellectually engaging, and personally
meaningful to children." The basic idea is that
organic, whole learning evolves from the interaction of
the classroom participants, both children and adults.
"As caring adults, we make choices for children that
reflect our values; at the same time we need to keep
our plans open-ended and responsive to children" (Jones
and Nimmo, 1994, p.3). In emergent curriculum, both
adults and children have initiative and make decisions.
This power to impact curriculum decisions and
directions means that sometimes curriculum is also
negotiated, between what interests children and what
adults know is necessary for children’s education and
development. Ideas for curriculum emerge from
responding to the interests, questions, and concerns
generated within a particular environment, by a
particular group of people, at a particular time

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(Cassady, 1993). Emergent curriculum is never built on
children’s interests alone; teachers and parents also
have interests worth bringing into the curriculum. The
values and concerns of all the adults involved help the
classroom culture evolve. The curriculum is called
emergent because it evolves, diverging along new paths
as choices and connections are made, and it is always
open to new possibilities that were not thought of
during the initial planning process (Jones and
Reynolds, 1992).
Emergent curriculum arises naturally from adult-child
interactions and situations that allow for "teachable
moments". It connects learning with experience and
prior learning. It includes all interests of children
and responds to their interests rather than focusing on
a narrow, individual, or calendar driven topic. It is
process rather than product driven. The curriculum is
typically implemented after an idea or interest area
emerges from the group of children.
All toddlers and preschoolers are cared for as
individuals with different needs and personalities.
Each child is encouraged to communicate, explore and
play and toddlers and preschoolers are given ample
opportunity to exercise, create, interact and relax. So
much of what children learn is learned through their
playful interactions so I encourage a great deal of
both structured and unstructured playtime. We
participate in local children’s activities that
include, but are not limited to; library storytime,
Turf for Tots, gymnastics. The preschool program is a
five day per week program M-Fri from 8:30 a.m. to noon.
The rate for preschool is $385/month and the program
operates in accordance with the JSD calendar and will
be closed for school holidays, winter, spring and
summer break, all teacher in-services and other dates

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that the JSD is not in session. Please refer to the JSD
calendar for those specific dates. Full-time child care
services are also available for children enrolled in
the preschool program and the rate for preschool plus
FT child care is $710/month. PT child care in addition
to preschool is $585/month. This includes up to 3 days
of child care/week.
School-Aged Care
School age children will be cared for in an environment
where they can feel safe, secure and supported while
simultaneously being encouraged to develop autonomy.
Continuing to build upon the skills they have attained
while being enrolled at TLC Child Care, the children
will be supported as they continue to learn empathy,
fairness and respect for others and their environment.
They will be encouraged to be socially responsible
through their interactions with others and their
involvement in activities like eco club clean-ups,
group hikes, fine arts camp, swimming, outdoor
activities and other opportunities that promote their
health and physical well-being.
Play, arts and crafts, science, creative experiences,
quiet time, and supervised homework guidance all make
for after school learning and fun that will be more
relaxed and less structured than their daily
experiences in school. This approach to school-aged
care is based upon the following rationale;
1.Quality school age care enhances children’s
development.
2.Engaging in play and leisure experiences are
important for school age children – a time for fun,
friends and learning.
3.Staff in school age care are influential educators in
children’s lives. The often forgotten “middle years”
of childhood are a period of great growth and potential

25
for many positive experience that can have lifelong
influence upon a child’s development. Children in
school age care will have opportunities to engage in
leisure and play-based experiences which are responsive
to the needs, interests, and choices of the children
attending the program. These experiences will
contribute fully to their ongoing development.
1. The Arts & Humanities (fine arts camp, Folk Fest,
community field trips, museums)
2. Character Development
3. Health & Wellness (indoor and outdoor physical
activity and nutrition education through meal prep)
4. Homework Support
5. Literacy
6. Science & Technology (gardening, nature-based
observations, animal care)
7. Service Learning (volunteering, eco-club clean-ups,
annual food drive)
8. Social Skills Enhancement & Conflict Resolution
The rate for full time school age care is $660/month
which is billed for the months of June, July and
August. The part-time rate for school age care is
$500/month and this includes meals (a.m. snack, lunch,
p.m. snack), transportation and full time care during
Christmas/winter break, spring break, early release
days, teacher in-service and other non-school days
during the calendar year Sept.-May at no additional
charge.
AT TLC we hope to empower children to express
themselves, use their imaginations, and be creative; to
practice reading, writing, speaking, thinking
critically, and understanding others; and to appreciate

26
books, literature, place-based environmental elements.
They can begin to see the importance of caring,
honesty, respect, and responsibility and how those
characteristics can be taught, learned and promoted.
There will be opportunity for free choice, indoor and
outdoor play that can be done individually or in small
groups. Meals (am and afternoon snacks) will be
provided in accordance with local DEC permit exemption
regulations regarding the types of foods served and the
preparation of those foods.
Toilet Training
Toilet training is a big step in a child's development.
At TLC we will assist a training toddler in their
toileting needs per the request and desires of the
parent and/or the child. Please refer to the following
information as you make decisions about potty training
your child;
Readiness signs:
   Your child announces when a wet or soiled diaper
    has occurred, and/or requests to have it changed.
    This shows awareness of bodily function, and also
    that the child dislikes the feel of a wet or soiled
    diaper.
   Your child can express and understand one-word
    statements, including such words as "wet," "dry,"
    "potty," and "go."
   Your child shows an interest in the toilet or
    potty-seat by asking to use the potty or wanting to
    watch Mommy or Daddy use it.
   Your child has a tendency to wet or soil their
    diapers at about the same time period each day, and
    often remains dry for longer periods (2 hours or
    more) during some parts of the day.
   Your child shows facial expressions when wetting or
    soiling their diaper and may even hide in a corner
    or behind the couch or squat when soiling a diaper.
    This again shows awareness of bodily functions.


27
    Your child is able to undress without assistance to
     
    some degree. This shows the child has some off the
    physical coordination needed to do the work of
    toileting.
   Your child is cooperative and shows an interest in
    pleasing parents and caregivers.
Once several of these readiness signs have been
consistently observed for a few months, then it is
reasonable to consider potty-training. However, even if
the child acts curious about toileting and expresses a
dislike for soiled or wet diapers, that alone is not
enough of an indication that the child will respond
well to toilet training. If the child is not interested
in cooperating and following directions, then all the
curiosity in the world will not prepare him or her for
successful potty-training. If a child is not bothered
by a wet or dirty diaper, if she is uninterested or
unwilling to sit on the potty do not press the matter.
Wait a few months to see if the child is more willing
to cooperate at a later time.
Also, if there are any major changes in the child's
life (such as arrival of a new sibling, loss of a
parent, a new care provider, moving to a new house,
changes in the parent's work schedule, etc.) it is best
to wait a few months until things have stabilized again
before starting the potty training process. Starting to
potty train during a turbulent time in the child's
and/or parents' life only sets the stage for failure
and frustration for everyone.

Routines
A predictable routine helps children develop a sense of
competence and involvement in their world.
Daily Schedules
The daily schedule for your child is a guide. It
provides a framework for planning and organizing the

28
daily routine and play activities for the children. The
daily routines for children may be a little different
based on the age of your child. Infants follow their
own biological needs. They are fed, changed, and nap
when they need it. Toddlers are changed/taken to the
toilet before transitions and as needed. Adjustments to
the schedule are made as your child gets older and
his/her needs change. You may also notice that as your
child gets older, he/she may alter his/her own schedule
to fit in with the group. Some common changes you may
notice in your child’s behavior after enrollment in any
group care situation include altered sleep/wake
patterns (staying awake for longer hours or napping
more frequently for short periods of time) or changes
in appetite.
The daily schedule below is an outline of a typical day
for children in our care. Keep in mind again that, if
needed, the schedule will include children’s individual
needs based on their age. This is a sample that
includes the different types of components on the daily
schedule.
Morning Arrival
Please call and notify TLC Child Care in the event that
you are running late and/or your child will be absent
from care.
Your family’s arrival and your leaving your child in
the morning can be facilitated with the establishment
of a regular routine for saying good-bye that you will
do every day. Planning to stay for a few minutes before
you leave for work can make the leave a little easier
for some children. You can make reading a book with
your child or helping him/her to get involved in an
activity a part of the morning routine. Then, when
it’s time for you to leave, you can have a usual good-
bye place (by the door or in a favorite area in the

29
room) and plan for a wave at the window afterwards.
Some parents go to the door with their child and
teacher and sing a good-bye song.

Your child may need help from a teacher. You may have
to give your child to a teacher to hold as you depart.
Your child may cry when you leave. If you are
uncomfortable, you can call TLC/ BITW when you get to
work to see how your child is doing. Usually, children
stop crying and get involved in an activity fairly soon
after the parent leaves.

Departure
A transition that often gets overlooked is pick-up
time. Children must now make the transition from child
care back to Mom, Dad, or another caregiver. They
often greet their parents with confused emotions: “I am
so happy to see you” is expressed along with “I’m angry
that you left me,” or “Why did come so early?” These
emotions can be manifested in tantrums, refusal to
cooperate, indifference to parents, a sudden need to do
all the puzzles again, etc. Parents often feel confused
and upset by their child’s behavior, especially if they
expected the child to race into their arms and tell
them happily what fun they had, and how much they
missed them. This can be a difficult part of the day
and needs to be given thought and planning.

The following are some considerations to take about
smooth departures:

•   Remember that TLC closes at 5:15 Please be on time!
Even a short delay can seem endless to a child who is
waiting. If you are going to have someone other than
you pick up your child, please let us know in person or

30
in writing. We cannot send a child home with anyone who
does not have written authorization. • Come 5 to 10
minutes early if you want to spend time with your child
and talk to the caregiver before leaving. If you
arrive right at closing time, the caregiver may not be
able to help you and your child leave.
You are responsible at pick-up time, and at the end of
the day, for your child. Caregivers will be happy to
help you with the departure process if you arrive
before 5:00 P.M.
TLC/BITW caregivers have commitments and
responsibilities at the end of the day, just as you do.
Please respect the pick-up and drop-off times.
                                       TLC Child Care Daily Schedule

Summer

School Age classroom

Time                                  Activity                           Notes
7                                     Arrival
8:00                                  Breakfast & morning meeting
9 a.m.                                Camps, field trips
11:30                                 Lunch and leisure
1                                     Outdoors (on-site folfing,
                                      gardening, animal care,
                                      photography)
3                                     Outdoors continued (snack)         Creative Movement Tues./Thurs.
4                                     Reading, storytime
5:30                                  departure
During the summer children will be participating in a variety of camps including; fine arts camp, soccer,
baseball. Children will also be able to participate in swimming.

Fridays children will participate in the Early Learning Eco-Club Friday hikes. (Please see attached hike
schedule) Children will also participate in eco-club park clean-ups.

School Year

Time                                 Activity                             Notes
2:30 p.m.                            School age transport                 MRCS/Glacier Valley
3 p.m.                               Snack/afternoon meeting              Kids will select and prepare
                                                                          healthy snacks
                                                                          Creative Movement Thurs.

31
4 p.m.                             Homework help/ free choice
5 p.m                              Science/art/ music/outdoors
5:30 p.m.                          departure

During the school year children will have ample opportunity to participate in both indoor and outdoor
on-site activities including; gardening, folf & animal care.

Infant/Toddler/Pre-K Classrooms

Time                               Activity                           Notes
7                                  Arrival/calm free play
8                                  breakfast
9                                  Small group activity (circle,      Diapering at this time
                                   reading, project)
10                                 Recess outside play, field trip
11:30                              lunch
1                                  Quiet rest time                    Diapering at this time
3                                  snack                              Dance 3:30 Tues.
4                                  Afternoon circle/story time        Diapering at this time
4:30                               Clean-up
5                                  Departure


Enrollment
Enrollment is on a first come, first serve basis. If
space is unavailable parents may add their name to the
waitlist. Prior to enrollment parent must schedule an
on-site visit with the Director and a facility visit.
In order to reserve a space parents will be required to
complete the enrollment packet and return with a 5 0%
deposit which will be credited to the 1st month of full-
time enrollment. There is also a one-time $25
registration fee for new applications.

Facility Hours
TLC Child Care is open Monday through Friday from 7:00
a.m. to 5:15 p.m. The preschool will operate in
conjunction with the Juneau School District Calendar
and will be closed on all school holidays and breaks.
Holidays
TLC will be closed for the following holidays;
New Years Day 1/1
MLK 1/17

32
President’s Day 2/21
Sewards Day 3/28
Memorial Day 5/30
4th of July
Labor Day
Alaska Day
Veterans Day
Thanksgiving Day and the Friday after
Christmas Day
TLC will provide care on the above listed holidays if
care is required for non-state, city or federal
employees that do not get those holidays off.
Staff In-Service 2 days annually (TBA)
I will also take 10 unpaid vacation days and 3
professional development days annually. I will give
ample notice of 30 days prior to any use of vacation
day, sick leave or professional development days. Your
invoice will also reflect account credits on a per day
basis in the event of such closures. Each family is
allowed 10 paid vacation days per calendar year and
must notify me prior to monthly invoicing that you
intend to use vacation days in a given billing period.

Annual Surveys
Parents will be asked to complete a brief satisfaction
survey annually to help me determine the quality of the
program. Your willingness to complete the survey is
greatly appreciated.

Contract Renewal
Contracts will be renewed annually or more frequently
should a change to the contractual obligations occur.
Such changes include revisions to hours of
care/attendance, rates/fees, provider policy changes
etc.

Non- discrimination policy

33
 TLC Child Care and Early Learning Center does not
discriminate against parents, children and/or employees
on the basis of sex, religion, race, nationality, age,
marital status or disability.

Confidentiality
Family records are confidential and kept in secured
files accessible to authorized persons only. Written
permission is required to release family information.
In addition, the director, care providers and other
staff at TLC will not openly discuss sensitive
information in front of children, parents and/or
visitors.
Nutrition (Meals and snacks)
We will provide a.m. snack, lunch and an afternoon
snack at no additional charge to the families. We post
menus on the parent information board. Each meal is
nutritious and balanced and all children are encouraged
to serve themselves and use good table manners when
eating. Family style meal service is used to help
children communicate and develop autonomy and to give
them control over the foods they choose to eat.
Sample Menu
       Day 1        Day 2        Day 3        Day 4        Day 5
a.m.   Cold         English      Cold
                                              Coffeecake   Oatmeal,
snac   cereal,      muffin,      cereal,
                                              , Grapes,    Apples,
k      Banana,      Peaches,     Juice,
                                              Milk         Milk
       Milk         Milk         Milk
Lunc                             Subway                    Subway
                    Subway                    Subway
h      Subway                    Roast                     Cold Cut
                    Turkey/chees              BLT or
       Ham/cheese                beef/chees                Trio/Chees
                    e                         Tuna
                                 e                         e
Snac                Snack
       Soft                      Animal                    Crunchy
k                   crackers,                 Goldfish
       breadstick                crackers,                 pretzels,
                    Chocolate                 mix, Milk
       , Juice                   Juice                     Juice
                    milk



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. Meals (am and afternoon snacks) will be provided in
accordance with local DEC permit exemption regulations
regarding the types of foods served and the preparation
of those foods.
A.M. snack will be served between 8 and 9 a.m. and P.M.
snack will be served between 3-3:30 p.m.
. Meals (am and afternoon snacks) will be provided in
accordance with local DEC permit exemption regulations
regarding the types of foods served and the preparation
of those foods.
Subway will be providing sack lunchs and lunch will be
served between 11-11:30 a.m. each day. TLC Child Care
will provide milk, a fruit and a vegetable for the
lunch meal.
Supervision of Children
While at TLC Child Care, all children will be under the
direct supervision of a teacher at all times with the
exception of nap time during which resting infants and
toddlers will be monitored with the use of an audio/
video camera monitor. Providers will be responsible for
the care and supervision of between 1-12 children per
caregiver based on the age of the children in the group
and the education and experience of the caregiver. If
you have any questions about the caregiver to child
ratio please don’t hesitate to ask, You can also refer
to the caregiver to child ratio table on page 12.
Additional staff are on site to assist throughout the
day School-aged children will be supervised at all
times. However, school-aged children will be permitted
to participate in activities that enable them to work
independently or in small groups with minimal but
adequate supervision as dictated by the type of
activity.

Transportation

35
I would like to take your child on field trips in the
Juneau area. If you have signed the authorization for
travel, allowing me to drive your child to and from
field trip locations I will need the appropriate child
restraint i.e. booster, rear or forward facing and/or
convertible car seat left at my home the days your
child is in my care. Otherwise we will be walking to
and from locations in close proximity to my home using
a double stroller for the immobile infants and a buddy
system for the toddlers and preschoolers. Parents are
welcome to join us on field trips and will be notified
promptly so that you can plan accordingly. I am a
licensed and insured driver. In addition, weather
permitting, the children will be taken out for walks
and given the opportunity to engage in outdoor play.
I will also continue to provide after school
transportation for the children in my program from
their schools to TLC. In addition, all staff of TLC are
responsible for transporting children on field trips
and to/from school. All staff that provide this service
are licensed drivers, driving registered and insured
vehicles. Staff have also been properly trained in the
installation and use of child care seat restraint
devices.

Field Trips
We will be taking field trips and each parent will be
required to sign a general field trip authorization in
order for their children to participate.
Preschool
TLC Preschool is a half day (9-12) preschool program
that operates M-Fri. There is a $25 registration fee
and the rate for 5 morning/week preschool is $385.
Class size is limited to 8 children and there are two
full-time teachers in the preschool classroom each day.

Medications
  If your child is on medication and it needs to be
  administered while he/she is at TLC, the medicine
  must;

36
      o  be in the original container
      o  labeled with the child's name
      o  doctor's name,
      o  name of medication,
      o  dosage, and
      o  when to be taken (Instructions for
         administering).
  TLC must also have an Authorization form on file in
order to administer the medication. TLC will provide
and administer the following over-the-counter
medications and topical creams with the written consent
of the parent; Desitin, insect repellant, cough
medication, Tylenol/Motrin, sunscreen, Carmex,
Chapstick. All medication is stored out of reach of
children and is only to be administered by staff
trained in the appropriate dosing and/or application of
medications and topical creams.

Toys/food from home
Please do NOT send your child to the center with toys,
money, gum or candy. Loose change poses a choking
hazard and toys may get lost, broken and or misplaced.
Parents will be notified prior to any lesson and/or
curricular activity that would necessitate the child
brining something from home i.e. “Show and Tell”. The
only exception to this rule is the use of a comfort
object, blanket, wubbie and/or stuffed animal for use
during rest period or during times of distress. Please
label all of your child’s belongings to prevent loss or
confusion over possession. In addition, please select
food items that are nutritionally sound for morning
arrival. Chocolate bars etc. are inappropriate food
items as are other types of candy.

Discipline/Behavioral Guidance

Guidance of Children
37
Our goal is to promote the child’s self-esteem through
practicing positive non-evaluative guidance, providing
experiences that match their developmental level and
meeting their needs responsively. Supporting
children’s play is important.

•   Give guidance as needed, but try not to interfere
in a child’s activity.

•   Action is necessary if such activity is endangering
him/her or some other child.

•   Be positive in word and attitude when you must
maintain limits. Be kind,     matter or fact and
composed at all times.

•    Offer choices when possible.

•   Refrain from discussing a child in his or her
presence.

•   Avoid labeling (positive and negative) or shaming a
child.

Discipline
Discipline is a multifaceted term. Parents and teachers
frequently talk about and are concerned about
discipline, the how’s, whys, and when’s of setting
limits and helping children learn to become self-
disciplined. All these terms are interrelated, and TLC
has a few guidelines for dealing with negative behavior
that are in keeping with both our understanding of
child development and our philosophy. We use as a guide
Love and Learn, Discipline for Young Children by Alice
S. Honig (NAEYC, 1989).

Things to consider:




38
•   Decide where you stand on important issues and
stick to it. Consistency is a key to positive
discipline:
1. Choose your issues;
2. Set clear, consistent and reasonable rules;
3. Help children gain self-control;
4. Don’t expect them to behave like adults or even
older children.

•   Children do need to learn about boundaries, what is
safe, what is allowed or not allowed and why. They need
help learning to organize their time and energy.
•   Some strategies: distracting (re-direction),
negotiating, ignoring, anticipating, setting rituals,
and advance preparation.
•   Offer limited choices. “Do you want me to help with
your coat or do you want to do it yourself?” (Phrase
the choice so that the one you want the child to pick
is last after the word “OR”).
•   Take advantage of children’s ritualistic tendencies
and behaviors. Setting up rituals around activities
gives children a sense of control since they know what
to expect.
•   Avoid ultimatums (e.g., “You have to do __________
before I _________.”).
•   Avoid carrying on a fruitless, frustrating or
ridiculous argument. You are bound to feel awful
afterwards.
•   Prepare the child in advance for what will happen
next (“We will read one book, then we will get our
coats on.”) It often helps avoid conflict.
•   Motivation: “Where does your coat go?”, rather than
“Hang up your coat.” Pretending you forgot where the
coat goes often thrills young children.
•   Sometimes, picking up the child and removing
him/her from the situation is the only remedy.

Discipline is deciding which things you are going to
insist on. Discipline helps children cope with the


39
challenges of daily living, to interpret their world
and learn social skills.
Discipline is developed with support and encouragement
of positive behavior through a planned environment
which provides a variety of activities from which the
children may choose. Methods include reinforcement such
as verbal praise, smiles and pleasant attention for
appropriate stated alternatives when a conflict
situation occurs.
The following methods of discipline are prohibited by
anyone on the premises of TLC/BITW ; any use of the
described practices shall be grounds for immediate
termination of staff and/or volunteers.
     No child shall be subject to physical punishment,
corporal punishment, verbal abuse or threats by staff,
volunteers, or parents while on TLC property.
    No child or group of children shall be allowed to
discipline another child.
    Unsupervised isolation of a child is never allowed.
    The withholding of food, water, a nap or rest, or
bathroom facilities is to never be used as punishment
for a child.
    A child is never to be physically restricted in any
way unless his or her actions would bring harm to self
or others.
    An adult shall never address a child harshly, with
intimidation or ridicule.
    Adults are never to discuss a child’s behavior with
another adult in the presence of other children or
other parents. Written or verbal reports to parents
regarding conflicts or disagreements between children
shall not include the name of the child who hit, bit,
or pushed their child.

To enforce the boundaries and rules at TLC, the adults
use the following techniques with the children:
•   Clear statement of the limit. (“Blocks are for
building, balls are for throwing.”)
•   Stating expectations positively. (“The blocks are
for building.”)

40
•   Redirection. (“Let’s go see what Eric is cooking
in the kitchen.”)
•   Supporting problem-solving and negotiation between
the children.
(“How could you use your words to tell John that you
would like to have a turn with that truck?”)
•   Logical consequences or choices. (“You are having
a hard time playing with the blocks without throwing:
You need to make another choice: do you want to play
with playdough, or to paint at the easel?”)
•   Modeling effective ways to express feelings and
emotions. (“I do not like it when you grab the book
from my hands. Which words can you use to let me know
that you need something that I have?” When talking to
toddlers, give the appropriate script such as, “Leah,
say, Can I have the book, please?”)

There are times when all of the above mentioned
techniques have been used and the problem persists. It
is at these times that we might ask a child to sit
quietly by himself/herself until that child can return
to play appropriately. We do not have a “time-out”
place and this alone time is not seen as punishment.
Rather it is seen as a time to regroup. Even as
adults, we sometimes need time alone to “pull ourselves
together.” Children also need this, especially when
they have been in a group situation most of the day.

If a child displays repeated inappropriate behavior and
shows little progress toward changing that behavior,
the teachers may call upon the child’s parent(s) to
work cooperatively in developing strategies that will
meet the child’s needs.

Any disciplinarian action that warrants calling the
parent(s) will be documented and kept in the respective
child’s file.

Language


41
Children are encouraged to use words to express their
feelings as well as to work out difficulties. Even the
very youngest children are exposed to verbal problem-
solving. Teachers try to help the child put his/her
feelings into words.

We also use the Three Rules of Good Behavior to promote
cooperative play and communication. The three rules
are; gentle touches, kind words and good listening
ears.
At no time will I use corporal punishment or physical
measures to discipline the children in my care. I
believe in gentle re-direction and positive guidance as
more appropriate and effective tools for improving
behavior. I will also be employing age-appropriate
time-out sessions for children by seating them in the
“time-out” chair or allowing them to use the “10 Spot”
in order to regain their composure until they are ready
to re-join the group. The following are age appropriate
discipline techniques I use.

      o 0-18 months
           modeling
           redirection
           clear “guidelines” for behavior

      o 18-36 months
           age-appropriate time-out (1 minute per
            year for age of child)
           The TEN SPOT (the TEN SPOT chair, located
            in an area decorated to illustrate the
            number 10 and the concept of 10.
           Children are directed to the chair and
            encouraged to take TEN deep breaths in
            order to regain their composure. They are
            then allowed to rejoin the group and/or
            resume an activity
           Exposure to natural consequences
           Problem-solving assistance
           Clear guidelines, behavioral expectations
42
         o 36 months-8 years
              age-appropriate time-out
              the TEN, 20 or 50 SPOT
                   same concept as 10 spot chair, but
                    larger numbers for expanded learning
                    and longer period to regain composure
              Exposure to natural consequences
              Child-directed, teacher mediated conflict
                resolution
              Problem-solving assistance
              Clear guidelines, behavioral expectations
      In the event that a child’s behavior is deemed
       excessively disruptive to the program and/or
       presents a danger to myself or the other children
       in my care I will schedule an emergency meeting
       with the parents in order to address the problem
       and present possible solutions and or access to
       resources that might assist myself and the parents
       in dealing with the issue/s. I will deal with
       matters if this nature with the utmost sensitivity
       towards the child and his/her family and will
       maintain confidentiality unless the child is in
       immediate danger or abuse is suspected. I will
       operate on a 3 strikes policy in which the
       child/family will be given the opportunity to
       rectify the problem prior to terminating care for
       the child.

Other tools for effectively disciplining children;
* Limit setting: Children are given basic, clear, and
concise rules to guide their behavior. Boundaries and
expectations expand as children develop.
* Consistency: So children know what to expect, limits
and expectations are consistent throughout the day and
all adults respond in a similar way to conflict
situations.
* Tone: A kind yet serious tone delivered by
intervening adults reinforces children's sense of
security and lets them know the situation is under
43
control.
* Modeling: Adults clearly demonstrate compassionate,
caring behaviors that set examples for children to
follow.
* Passive intervention: adults give children time to
work through their own problems, but are there to help
if things escalate to destructive or aggressive
behavior.
* Physical intervention: Children are physically
separated if they begin to hurt each other.
* Identifying/ interpreting: adults clarify problems,
diffuse tension, and facilitate problem solving.
* Validating feelings: Acknowledging one's own emotions
and those of other children facilitates learning.
* Generating options/solutions: Children are given
tools to settle conflicts (negotiate, make retribution,
collaborate, etc.).
* Redirection: A request to stop a negative behavior is
accompanied by a suggestion for an appropriate behavior
to replace it.
* Natural consequences: adults point out and reinforce
natural consequences as they occur. Children see the
results of their own behavior and begin to modify it
accordingly. "You threw sand after we asked you not to.
Now you need to leave the sandbox and find a different
area to play in."
Plan the programs as to minimize behavior problems by:
* Planning a program that is appropriate for the age
and individual levels of the children.
* Providing a balance between active/quiet and self-
directed/teacher-directed activities.
* Carefully planning transitions between activities.
* Focusing 100% attention on the children, guiding
their behavior, facilitating their learning,
interacting (including listening, listening, listening)
and encouraging them as they meet and strive to
overcome new challenges.

Contact Information/Returning Calls


44
If TLC Child Care staff are unable to reach you at
your listed contact number (home,work,cell) and/or
calls to these numbers are not returned within a
reasonable timeframe a call will be placed to the
emergency contact on the orange emergency info. card
that is filled out by each parent at the time of
enrollment. TLC staff only call parents when absolutely
necessary and/or to share anecdotal stories about a
child.

Nap/Quiet rest period
Each child in my care will be required to rest for 1-1
½ hours during our rest period immediately following
lunch. I will provide rest mats for the toddler and
preschool aged children and portable cribs to all
infants. Please provide a blanket (TLC will provide
this if infant/toddler does not have a special one they
are particularly fond of from home), pillow (also
provided if there is not a special one from home) and
comfort object i.e. pacifier, “wubbie” and/or any other
object that your child uses for security. For older
children that choose not to sleep during this period I
will allow them to partake in quiet activities such as
drawing/writing, puzzles or reading. Infants will nap
and eat on their own schedule We will provide safe,
quiet space for school-aged children to rest while in
care, but a quiet rest period will not be required of
each child.

Illness/Sick Child Policy
Health Inspection
Caregivers present upon arrival of children are charged
with the responsibility of performing a health check
each day as children arrive at TLC/ BITW. Caregivers
are to check for possible symptoms of contagious
illness or disease. Parents are requested to examine
their child daily, before coming to child care, to
detect any symptoms of contagious illness or disease.


45
If the parents detect a contagious illness or disease,
then the child shall not be allowed to be in care. It
is requested that the parent notify the program of the
child’s illness even if this illness occurs outside of
child care hours/days.

If the caregiver detects such an illness, the child
will be isolated from other children, and the parent
will be notified and will be responsible for either
picking up the child or arranging it so that another
adult will pick up the child immediately.
Wellness Policy
Our wellness policy is designed to keep children and
staff healthy. As young children are growing and
building up their immune system, they get ill as they
are exposed to germs. Contagious illnesses spread in
group care through touch and the air, which makes it
very important for the ill child not to be around other
children.

Keeping children healthy and not spreading contagious
illnesses is the responsibility of both the staff and
parents. One of the most effective ways of not
spreading germs is frequent hand washing and keeping
the environment clean. Another way is to ask children
and staff who may be contagious to stay out of the
center until they are feeling better. This may involve
you picking up your child midway through the day if we
suspect your child is ill and may be contagious. Using
the NAEYC guidelines, the decision for keeping your
child at home or for us to send your child home is
based on “the comfort of the ill child, the protection
of well children and staff, the resources available to
the program to meet any special care that is required,

46
and the needs of families.”

The parent or guardian shall be notified as soon as
possible if a child develops symptoms of any illness.
The caregiver will remove the child from the class, and
notify the director who will supervise the child until
the parent arrives. Staff or volunteers shall notify
director if any child in care exhibits the following
illnesses or symptoms. These children shall be excluded
from care. Periods may be extended beyond this
depending upon the individual conditions. Please refer
to Appendix B for exclusion regulations.
Illness Guidelines
With most other illnesses, children have either already
exposed others before becoming obviously ill (e.g.,
colds) or are not contagious one day after beginning
treatment (e.g. strep throat, conjunctivitis, impetigo,
ringworm, parasites, head lice, and scabies). The
waiting periods required after the onset of treatment
vary with the disease. Children who are chronic
carriers of viral illnesses such as cytomegalovirus
(CMV) and Herpes simplex can and should be admitted to
child care programs.

With contagious diseases or parasites, a child must be
kept at home. Some of these are lice, impetigo, measles
(red or German), chicken pox, mumps and rosella.

If the doctor places a child on an antibiotic, for an
ear or throat infection for example, the child should
not be brought to the center until he/she has been on
the medication for at least 24 hours and is fever-fee
without over-the-counter medication.

If a child seems really sick without obvious symptoms,

47
please keep him/her at home. In this case, a child may
look different or act abnormally. He/she may be
unusually pale, irritable, tired, uninterested in usual
activities or eating. If a child becomes miserable at
the center without the above symptoms and requires one
adult to be with him/her, thereby leaving the other
adults with the rest of the group, the child should go
home.

Staff may also call parents if they feel a child is not
able to participate in school activities (i.e. unable
to keep up with daily routines, be outside with the
rest of the group or is unable to participate in
activities without the constant attention of an adult)
and/or because of the following:
•   Severe pain or discomfort
•   Severe coughing or problems breathing
•   Unusual behavior for child characterized by no
playing, confusion, inconsolable crying, not eating or
drinking
•   Demanding a great deal of prolonged one-on-one
attention and time.


We have developed a list in order to guide the parent's
decision in whether or not your child should be in
child care. Please refer to the list if you are unsure
of our Sick Child policy.
1. If your child has a temperature over 100 orally or
99 auxiliary and exhibits behavior changes or other
signs that your child does not feel well enough to
participate comfortably in the daily activities. All
babies less than 4 months of age with a temperature of
100, or higher, should seek medical attention. Please
keep your child home until his/her behavior returns to

48
normal.
2. If your child has had diarrhea in the past 24
hours, keep your child at home until the child has been
diarrhea-free for 24 hours or stools are formed enough
that they are contained in the diaper.
3. If your child is vomiting, please keep your child
home for up to 24 hours after the vomiting has ended.
4. If your child has a runny nose, accompanied by
fever and crankiness or difficulty breathing, please
keep your child home until the child is acting better
and fever free.
5. If your child is experiencing itchy, watery eyes
(often symptoms of pink eye), please keep your child
home until the condition has been evaluated and
treatment has begun.
6. If your child is exhibits an unexplained skin rash,
please keep your child home until the condition has
been evaluated and treated.
7. As parents, use your best judgment in determining
your child's health. Please take your child seriously
when he/she says they are not feeling well.
You, as the parents, are ultimately responsible for
determining your child's ability to actively
participate in the daily activities in the classroom or
on the playground. While we sympathize with the needs
of each parent and their child, we must provide a
healthy environment for the other children in the
program.
We have instituted this policy in the best interest of
all children, families and staff. We appreciate your
compliance with our Sick Child Policy. As always, feel


49
free to call if you are uncertain about your child's
condition. As a general rule, if your child is not up
to par due to illness, please keep your child at home.
     Alternative Care Plans
     While there are benefits in the long run (children in
     groups develop more resistance to infections and
     illnesses) parents need to know and expect that
     children in child care settings are prone to
     illnesses through exposure to the colds, flu and
     contagious diseases of other children. Thus, it is
     important for parents to expect and plan for the
     “unexpected” days throughout a child’s early years
     when he/she will need to stay home. We ask that each
     family plan for back-up care in the event their child
     needs to be sent home from the center due to illness
     or is recovering and mildly ill but unable to return
     to the active daily routine.

         o By State Regulation, children may NOT come to
           day care if they are sick.

Parents will be contacted to pick up their child within
the hour should the child become ill while at the
Center. Parents will be required to adhere to our Sick
Child Policies.

Early drop off/Late pick-up
An early arrival fee of $5 per 5 minute increment of
time will be charged for drop-off prior to 7 a.m.
A $5 per 5 minute increment of time will be charged for
late pick-up. 3 late pick-ups in excess of 5 minutes
will result in termination of care with one week notice
if they occur without prior notice. Special
considerations will be made for inclement weather.


50
Fees and Fee payment

TLC Child Care/ Babes in the Woods Rate Sheet

Effective 6/01/2011

                    Full-time Part-time Day     Half
                              3         rate    day
                    4 +       days/week         rate
                    days/week           5 +
                                        hours   5 hrs.
                                                or less
Infant    0-18      755       615       $38     $28
          mo.
Toddler   18-36     740       610       $35     $25
          mo.
Pre-K     36 mo-5   710       585       $30     $20
          yrs.
School    6 yrs &   660       500       $25     $15
Age       kinder
          entry-
          12 yrs.

The part-time rate for school-aged children includes
any holidays, Christmas and spring break, all teacher
in-services, early release Mondays and any other
regularly scheduled school outages. Payment is due by
the 3rd of each month and families are billed in
advance for the month. There are no discounts for sick
days or unplanned absences. However, each family will
receive 10 unpaid vacation days per year. If there is a
change to your child’s schedule and or your work
schedule please let me know as consistency in this
schedule will allow me to recruit and hire staff and
provide these staff, along with current employees a
consistent work schedule. In addition, the late fee
will increase to $1/minute after 5:15 p.m. and will be
strictly enforced immediately. I operate this program

51
based on my belief that parents and families are their
children’s first and most important teachers and role
models and I play a secondary role. A mutual respect
for the hours of operation and a healthy partnership
between the care provider and the family will enable us
to provide the highest quality and most individualized
care possible. Please contact TLC as soon as possible
to notify program of an unplanned absence from care.

You will be billed the day rate if you enroll your
child on a FT basis and enter the program mid-month.
The hourly and daily rates are most applicable to drop-
in care or added days of care for a child enrolled on a
PT basis.

PT rates are billed for 3 or less FT (5+ hrs/day) days
a week

FT care is billed for 4+ FT days/week up to 9.5
hours/day.

Contracted hours of care vary by family. Each family
should adhere to hours contained within their contract
in order to ensure adequate staffing during hours of
child/rens attendance.

Termination of care
TLC may terminate enrollment for the following
reasons;

Dismissal Policy
Any child may be dismissed if:
•   The program cannot meet the physical, mental, or
emotional needs of the child;
•   The child threatens the safety, health and/or well-
being of others;

52
•   A formal parent conference is not attended (one
requested by the director);
•   Tuition is late/ non-payment of fees
•   It is advised by a physician or child psychologist;
   Parent/Guardian fails to follow proper enrollment
    procedures by not providing/returning required
    forms.
   The health, safety and/or well-being of other
    children and/or staff is threatened or compromised
    by child and/or parent.
   Parent/s fail to adhere to policies and procedures.
  In the event of a termination, a four week written
  notice will be given to the parent/guardian. In
  addition, if you choose to remove your child from the
  program a four week written notice is required.

Grievance Policy
If at any time you have concerns or questions regarding
the care your child receives at TLC/ BITW please
address them with me promptly. If you feel that there
has been a licensing violation that needs immediate
attention please contact the local child care licensing
agency at 907-465-4756

Injuries
  Whether indoors, on the playground, or on a trip
  outside the facility, all of the children are
  watched carefully. However, accidents do occur. All
  accidents, regardless of how minor, will be reported
  to the parent verbally or in writing.
  If emergency medical care is necessary the Director
  may take the following steps:
   Attempt to contact parent or guardian.
   Attempt to contact the child’s physician.



53
   Attempt to contact the parent or guardian through
    any of the other persons listed on the emergency
    information form you complete upon admission.
  If we cannot contact you or your child’s physician,
  we will do any or all of the following:
   Call another physician.
   Call an ambulance.
   Have the child taken to the nearest hospital in the
    company of a staff member.
Any of the expenses incurred will be the responsibility
of the child’s parents or guardians.


Smoking
Smoking is not permitted at TLC Child Care. Please do
not smoke from your vehicle to the main entrance and
please refrain from disposing of cigarette butts on TLC
Child Care property for the safety and health of the
children in our program.


Disaster/Evacuation/Fire drill
In the event of a fire we will evacuate the facility,
call 911 and notify parents. In the event of a medical
emergency we will call 911 and notify the parent(s) of
injured child and/or adult. We will then wait for the
parent(s) to pick up the child and obtain appropriate
medical care or we will accompany the child(ren) via
ambulance or personal vehicle to the hospital. In the
event of a natural disaster we will determine the need
for evacuation, evacuate or shelter in place and then
notify parents of our location. Upon enrollment
parents will receive a Parent Information card that
details plans for evacuation and contact information in
the event that we have been forced to evacuate either
TLC. Children will be equipped with emergency whistles

54
and a child information card which will be tucked into
his/her shirt that contains information about the
child, his/her family, home phone number and child care
program information. All children also have a current
photograph on file at TLC in the event that a child
becomes lost or is kidnapped, which will immediately be
released to law enforcement and media outlets with the
consent of the parent.
              TLC            Notes
Primary       JRC-Alaska
evacuation    Club
site
Secondary     St Pauls
site          Catholic
              Church


Notification of Policy changes
In the event that policies are changed parents will be
given written notice of the changes 10 days prior to
the effective date of the re-written or new policy.
Parents will be required to sign a form indicating
their awareness and acceptance of the policy revision.


Parking
Please be considerate of other parents and families
when dropping of and picking up your children. Please
use caution when driving through the lot and be aware
of any children and/or families entering and exiting
the facility. Please do not speed, block other people
in and/ or pass the school bus when it is parked
outside with its STOP sign extended. Please supervise
your children as they enter/exit both the driveway area
and the facility.

Licensing

55
Please refer to the “Parents Guide to Licensed Child
Care” hand-out include in your parent packet for
information about licensing and contact information for
the Department of Health and Social Services Child Care
Program Office. The local contact number for child care
licensing is 465-4756.

Mandated Reporting
As early care and education providers we are required
to report abuse and/or suspected abuse as outline in
the following Alaska statute;
AS 47.17.020. Persons Required to Report.
(a) The following persons who, in the performance of
their occupational duties, or with respect to (8) of
this subsection, in the performance of their appointed
duties, have reasonable cause to suspect that a child
has suffered harm as a result of child abuse or neglect
shall immediately report the harm to the nearest office
of the department:
(1) practitioners of the healing arts;
(2) school teachers and school administrative staff
members of public and private schools;
(3) peace officers and officers of the Department of
Corrections;
(4) administrative officers of institutions;
(5) child care providers;
(6) paid employees of domestic violence and sexual
assault programs, and crisis intervention and
prevention programs as defined in AS 18.66.990;
(7) paid employees of an organization that provides
counseling or treatment to individuals seeking to
control their use of drugs or alcohol;
(8) members of a child fatality review team established
under AS 12.65.015(e) or 12.65.120 or the


56
multidisciplinary child protection team created under
AS 47.14.300 .
(b) This section does not prohibit the named persons
from reporting cases that have come to their attention
in their non-occupational capacities, nor does it
prohibit any other person from reporting a child's harm
that the person has reasonable cause to suspect is a
result of child abuse or neglect. These reports shall
be made to the nearest office of the department.
(c) If the person making a report of harm under this
section cannot reasonably contact the nearest office of
the department and immediate action is necessary for
the well-being of the child, the person shall make the
report to a peace officer. The peace officer shall
immediately take action to protect the child and shall,
at the earliest opportunity, notify the nearest office
of the department.
(d) This section does not require a religious healing
practitioner to report as neglect of a child the
failure to provide medical attention to the child if
the child is provided treatment solely by spiritual
means through prayer in accordance with the tenets and
practices of a recognized church or religious
denomination by an accredited practitioner of the
church or denomination.
(e) The department shall immediately notify the nearest
law enforcement agency if the department
(1) concludes that the harm was caused by a person who
is not responsible for the child's welfare;
(2) is unable to determine
(A) who caused the harm to the child; or
(B) whether the person who is believed to have caused
the harm has responsibility for the child's welfare; or
(3) concludes that the report involves


57
(A) possible criminal conduct under AS 11.41.410 -
11.41.458; or
(B) abuse or neglect that results in the need for
medical treatment of the child.
(f) If a law enforcement agency determines that a child
has been abused or neglected and that (1) the harm was
caused by a teacher or other person employed by the
school or school district in which the child is
enrolled as a student, (2) the harm occurred during an
activity sponsored by the school or school district in
which the child is enrolled as a student, or (3) the
harm occurred on the premises of the school in which
the child is enrolled as a student or on the premises
of a school within the district in which the child is
enrolled as a student, the law enforcement agency shall
notify the chief administrative officer of the school
or district in which the child is enrolled immediately
after the agency determines that a child has been
abused or neglected under the circumstances set out in
this section, except that if the person about whom the
report has been made is the chief administrative
officer or a member of the chief administrative
officer's immediate family, the law enforcement agency
shall notify the commissioner of education and early
development that the child has been abused or neglected
under the circumstances set out in this section. The
notification must set out the factual basis for the law
enforcement agency's determination. If the notification
involves a person in the teaching profession, as
defined in AS 14.20.370 , the law enforcement agency
shall send a copy of the notification to the
Professional Teaching Practices Commission.
(g) A person required to report child abuse or neglect
under (a) of this section who makes the report to the
person's job supervisor or to another individual

58
working for the entity that employs the person is not
relieved of the obligation to make the report to the
department as required under (a) of this section.
Parental Access
TLC has an open door policy and we highly recommend
parent participation in your childs day as a field trip
chaperone . Feel free to visit during the day and if
you are in the neighborhood drop by an eat lunch with
your child. Quiet rest period will be scheduled from 1-
3 so keep in mind that during this time period your
child might be sleeping. Having visitors during this
time can be disruptive to the schedule so please keep
that in mind as you plan your visits. I also encourage
nursing mothers to come in and nurse as often as
possible while their infant is in care. TLC provides a
quiet and private space for nursing and we will
accommodate nursing mothers to the best of our ability.

Parental Involvement/Communication
Communication
The building of a relationship between parents and
teachers is the foundation for the child’s positive
experiences while in care.. We encourage you to talk
openly with caregivers in order to establish this
relationship. Continuity between home child care is
essential to providing a meaningful experience for your
child. It is important that you tell us about any
changes or special activities in the home. The more
familiar we are with your family, the more
understanding, supportive and helpful we can be.
Please inform caregivers of any changes (e.g., one
parent has to take a trip, illness in the family,
moving [even a short distance], parents changing jobs,
etc.) before or when they happen. Changes at home often
lead to changes in behavior while in care. We can care

59
for and work better with your child if we are aware of
the changes at home. It is of utmost importance that
you notify the director of any changes in address,
phone numbers at home and at work, caregivers or
emergency phone numbers.
Parents are welcome to visit their child’s anytime. We
encourage parents to spend time with us. By spending
time here you communicate to your child that it is a
place for your whole family and not just for your
child. As parents build relationships with each other,
the staff and the other children become a kind of
extended family for each other. This is one of the
benefits of an open door policy in group infant and
toddler care, so please feel free to join us for lunch
or just come for a visit. Because we participate in so
many activities both on and off-site is recommended
that the you notify your child’s caregiver if you would
like to join us during the day. A phone call to check
in and see if we are here before you drop-in is always
a good idea.

There will be opportunities for you to be involved in
your child's care and preschool education. You are
encouraged to participate in activities that foster the
building of a healthy parent/provider/child
relationship. Some ways for you to be involved include:
   Chaperoning on field trips.
   Lending objects for units of study.
   Coming and talking about your job when asked.
   Helping your child at home with the concepts we are
    studying here (ideas for this are often provided in
    our quarterly newsletter).
   Helping your child prepare for "Show & Tell" or
    "Mystery Box."
   Helping to provide treats or other items for our
    parties.

60
Photographing Policy
At various times through out the year, we will be
taking photographs and/or videotapes of the children
for educational and decoration purposes (e.g. we post
photos on bulletin boards, in cubbies, on the website
etc.). Please be aware that we allow parents to come
in to also photograph and/or videotape. We require
permission from the parent and/or guardian to
photograph, videotape, or publish photographs in
newspapers and other such types of correspondence
through the school board on a local, state or national
level. We also use FACEBOOK as a medium for open
communication with all child care families. We
frequently monitor the security settings to ensure that
children and families are being protected with regard
to their privacy online. I will make my security
settings available at any time per parent request.
Contact Us
Feel free to call and/or drop in for a visit or email
us with questions, concerns, schedule changes and other
pertinent information.
Inclement Weather
If the weather conditions are unfavorable to outdoor
play (heavy rain, very cold temperatures (less than 20*
and/or a combination of wind, rain and cold weather
less than 35* children will be kept indoors for their
own safety and well-being. Blizzard conditions and/or
extreme, dangerous weather with high winds will
prohibit us from being outdoors. We will make every
effort to play and explore outside so please send your
child with appropriate foot wear and rain and snow gear
should weather conditions require them.
Television/ Movie Viewing/ video game and computer
usage
There is a television in the program and we will be
using it to watch educational videos and DVD’s during
certain periods of your child’s day. The television

61
will not be on for more than one hour each day. If you
have an educational video or age-appropriate movie you
would like to share please feel free to bring it on
Fridays, as that will be are movie and popcorn day. I
own a computer with access to the internet. Children
may use the computer to access educational sites such
as PBS, Nick Jr. and Sesame Street. School age
children may use the computer for educational purposes
with supervision.
Contractual agreement for care
TLC Child Care has entered into contractual agreements
with each family that it serves. If your contracted
hours of care do not meet your needs please speak with
the program administrator about contract renewal so
that the contract accurately reflects the hours of care
needed. Staff is required to be on-site based on the
contracted hours of care so please be as accurate as
possible regarding the days and times of attendance for
your child.
Conclusion
In conclusion, welcome to TLC. We look forward to
building a healthy relationship with your child and
your family with the intent of providing a positive and
high quality early care and learning experience.




62
         Parent Acceptance/Acknowledgment Form

Dear Parent;
After reading the TLC Child Care Handbook please return
this form to the director.

I have read and agree to abide by the contents of the
program handbook and will discuss questions or concerns
about the material contained within the handbook with
Samantha Adams (Director TLC/Babes in the Woods)




_______________________________________________________
____________________              ___________________
Parent/Guardian Signature                  Date



_______________________________________________________
__________________________
    _____________________
Parent/Guardian Signature                  Date


_______________________________________________________
___________________________________
    _______________
Director                                         Date



                       Appendix

63
                                     Samantha D. Adams
                                      4360 Taku BLVD.
                                      Juneau AK 99801
                                        907-463-1519

Objective: To work in the Early Childhood Education profession in a teaching and/or administrative
role

Education: Bachelor’s Degree in Society and Technology with an emphasis in writing, minor in
           Professional and Technical Communications; Montana Tech of the University of
           Montana-Butte, MT December 2002

          M.S. in Technical Communication from Montana Tech Butte, MT Expected;
          December 2011 - Cumulative GPA 3.10

Experience:
Sam Adams Design- Juneau AK January 2010-present
           Photography
           Videography
           Graphic Design
           Stationery design and sales
           Participate in summer J.A.M.
           Certified Artist in Teaching

TLC Child Care-Juneau, AK-October 2006-present
            Manage day-to-day operations of licensed child care group home
            Provide direct care to children ages 2 months to 8 years of age
            Supervise several employees and provide mentoring
            Organize grant, food program and attendance paperwork
            Keep all pertinent records
            Participate in relevant professional development training opportunities
            Create parent handbook, staff hiring and retention materials, emergency/disaster
        handbook and all other pertinent policy and procedure manuals

Noah’s Ark Kinder Care and Preschool- Juneau, AK- August 2006-October 2006
          Provided administrative assistance to center owner
          Oversaw and coordinated candidate hiring, orientation/training and termination of
         center staff
          Organized grant, food program and attendance paperwork
          Provided direct care to children ages 10 months to 6 years of age

Writer, Videographer, Narrator, Producer
               Wrote script for promotional video for Montana Early Childhood project
               Created video using moving images and still photography

64
                 Narrated script content
                 Produced video titled, “The Montana Early Childhood Practitioner Registry:
                  What’s In It For Me?” 2005


Child Care Provider – PFL Child Care – Livingston, MT– June 2004 - June 2005
            Provided care for children ages 6 weeks to 6 years of age
            Prepared meals and snacks
            Led children in games, singing and storytelling
            Supervised outdoor play and walks
            Planned and developed weekly preschool curriculum
            Supervised summer hires and instructed them in the care of infants and toddlers

Technical Editor/ Writer – Butte, MT- April 2003-August 2003
            Wrote and edited material for an educational CD- ROM
            Worked collaboratively with a team of writers, photographers and editors to
              produce “The Richest Hill on Earth-A History of Butte, MT”

Child Care Provider – Butte, MT- September 2000- May 2003
            Supervised two children, ages 9 and 11
            Maintained an activities schedule
            Planned and conducted crafts and projects
            Provided transportation, meal preparation and light housekeeping

Grant Researcher- Butte, MT- May 2002-August 2002
           Located funding sources for environmental education tools via the internet
           Prioritized sources based on date, funding type and amount and funding
              organization
           Began pre-emptive grant writing process

Freelance Editor – Butte, MT September 2001-September 2002
            Edited Master’s students theses in areas of content, mechanics and style. Theses
              included “Evaluating High Rate Water Fracs and Frac Packs in the Gulf of
              Mexico: Standardized Quantitative and Qualitative Analysis” and “Plugging
              Mechanism of Ultramicrobial Bacteria in a Waterflooding Environment”
            Provided technical editing expertise to fellow students. Projects included, but
              were not limited to, memos, theses, senior design papers, progress reports and
              term papers.

Data Specialist Intern – St. James Healthcare Butte, MT April 2000-July 2000
           Collected healthcare data and demographic information from a variety of
               healthcare providers and community based wellness organizations
           Compiled data into an annual summary
           Edited the document prior to final printing and distribution


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 Reporter/Sports Writer/Photographer, Technocrat (MT Tech publication), Butte, MT Sept.
1997-May 1999

             Conducted interviews
             Photographed pertinent subject matter and images
             Submitted articles per deadline for weekly publication


Preschool Teaching Assistant – TLC Academy Preschool, Missoula, MT May 1998-August 1998
            Provided assistance to the head teachers in planning preschool curriculum
            Supervised field trips
            Wrote monthly newsletter
            Provided basic care to children ages 6 weeks to 12 years



Special Skills/Certifications: Possess CDA credential (renewed in 2010), Infant/ Child & Adult
CPR, First Aid Certified, Alaska Dept. of Environmental Conservation Food Worker Card ,
membership in NAEYC, ACA, NAFCC, AFCCA and NAA. Level 6 on the Alaska S.E.E.D.
registry and 300 hours of training in Early Childhood

Relevant Course Work:
Social Psychology Business                  Reporting/Journalism       Child Growth and
                  Management                                           Development
Digital Imaging   Statistics                Human Development          Marriage and the Family
Technical Editing Microcomputer             Technical Report           Communication Consulting
                  Software                  Writing
Group Dynamics    Public Speaking           Professional Ethics        Business and Professional
                                                                       Writing
                                                                       Developmental Psychology

Early Childhood Trainings
It’s All About Relationships-20 hour training module
Overview of Early Care and Education 20 hour
Art Experiences in Early Childhood 1.5 hr
Children Moving and Growing 20 hour
Infant Toddler Symposium 6 hour
Health and Mental Health Connections 7 hours
Teaching Harmony 2 College credits
Working With Challenging Behaviors 2 hour
Infants and Toddlers in the Natural World 2 hour
Babes in the Woods Project Oct. 2010-January 2011
Cultivating, Coaching & Crucial Conversations THREAD training March 2011 4 hours
Wellness in Alaska Child Care workshop April 2011
JUMPP Health and Mental Health Prevention Connections 2010 Full Day Seminar


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Accomplishments
Completed the Juneau Teaching Artist Workshop series (Fall 2010)

Presenter 2009 AEYC-SEA Annual Conference “Cultivating Creativity in Adulthood: Tips and
Techniques for Finding Your Inner Child”

Presenter May 2009 AFCCA Annual Conference “Cultivating Creativity in Adulthood: Tips and
Techniques for Finding Your Inner Child”

Presenter March 2011 AEYC-SEA Annual Conference “Sam Adams Guide To Grand
Adventures in the Rainforest We Call Home- All I Needed To Know I Learned Outside”

Published in Lattitude August 2010 and October 2010

Second Place winner in Every Child matters. Org video competition for advocacy video titled,
“Sound Investing: It’s In Your Hands” (2010)

AAEYC Children’s Leadership Day Training 4 hours 2008

2011 AEYC-SEA Educator and Advocate of the Year

Exhibits
Juneau City Museum 12 x 12 Community Exhibit
AWARE Healing Arts Gallery Show at the Silverbow 2011

Upcoming
Western States Leadership Network June 2011




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