Programhandbookchild440 PDF

PROGRAM PROPOSAL & HANDBOOK
OWNER & OPERATOR: Courtney Ashton
Whether parents are divorced, married, single, together, birth, adoptive, or are also called
grandma or grandpa, the definition of family according to the motion picture, Lilo and Stitch, still
rings true: “Ohana means family. And, family means no one gets left behind or forgotten.” A
family is a group of people who love and lift one another. The diversity of families is vast – no two
look or operate identically. The beauty of this is whomever we call “family,” is who is there to
support us. To our valued and appreciated parents, guardians, and other important adults in
children’s lives: I promise, devoting even the smallest amount of meaningful, distraction-free,
time to your family will reap boundless rewards, improve your relationships, solidify emotional
bonds, and promote positive family dynamics in your home. As a working mother, I have
experienced the struggle of maintaining balance between family life and work responsibilities.
Please remember the value of your contributions in all facets of your life. You are capable. Let us
work together to strengthen each other and empower our children - THANK YOU!
With the Utmost Sincerity,
Courtney Ashton | “Your child’s advocate, and your family’s most enthusiastic cheerleader.”
APRIL 2019 | 1
LOCATION
2 | OUR STORY EARLY LEARNING
Each human being, however small or weak, has something to bring to humanity. As we start to really get to know others,
as we begin to listen to each other's stories, things begin to change. We begin the movement from exclusion to inclusion,
from fear to trust, from closedness to openness, from judgment and prejudice to forgiveness and understanding. It is a
movement of the heart. – Jean Vanier
We have a responsibility to make inclusion a daily thought,

so we can get rid of the word inclusion. – T. Melfi
PROGRAM HANDBOOK | 3
TABLE OF CONTENTS
OUR STORY: PROGRAM PROPOSAL
SECTION 1: PROGRAM FRAMEWORK AND VISION
SECTION 2: CLASSROOM PLACEMENT
SECTION 3: TUITION RATES, FEES, AND COLLECTION POLICY
SECTION 4: STAFFING PLAN
JOB DESCRIPTION EXAMPLE
SECTION 5: PROFESSIONALISM
SECTION 6: STAFF EVALUATION AND TRAINING
SECTION 7: FAMILY PARTNERSHIPS
SECTION 8: CHILD GUIDANCE AND DISCIPLINE POLICY
SECTION 9: CHILD ABUSE PREVENTION & POLICIES
SECTION 10: HEALTH AND SAFETY
SECTION 11: NUTRITION AND PHYSICAL ACTIVITY

OUR STORY: PROGRAM PROPOSAL
We have crafted this business plan and program proposal in an effort to outline the steps we
have initiated to create policies and procedures that support effective business management. This
handbook demonstrates the meaningful impact we believe this program will have on the members
of our community. Thank you for taking the time to consider this business proposal and the good
that could be done by employing this highly critical and necessary early education and family
support program.
- Business Plan -
The following sections include: (a) a brief description of Our Story’s overall goals as a
program serving children and families; (c) the results from conducting a needs assessment; (d)
personal resources that can be utilized; (b) the relevant risks associated and methods for
combatting them; (e) marketing and advertising approaches; and, (f) a drafted start-up budget and
financial plan.
Program Description
At Our Story, we will provide childcare and early education programs for children 3-months
to 12-years-old, Monday through Saturday, from 5:00 am to 9:00 pm. Our schedule is as follows:
1. Morning Transition Period (Drop Off/Breakfast): 5:00 am to 9:00 am
2. Curriculum-Based Instruction: 9:00 am to 6:00 pm
3. Extended Hours Care (Also Incorporates curriculum): 6:00 pm to 9:00 pm
Our program has been mindfully designed to reflect our belief that individuality, diversity, and
families are critical to children’s development. We enthusiastically embrace the cultures and
customs unique to the children and families we serve. We also acknowledge the positive impact of
diversity in our surrounding community and do our best to utilize it in our program. Our non-
judgmental and collaborative approach to working with children and families will strengthen their
relationships with one another and improve their overall family dynamics. We will hold events that
incorporate meaningful activities for families to work together and discover insight applicable to
their personal lives and circumstances. Our process driven approach to nurturing children and
strengthening families is a unique aspect of our program.
In our program, we believe the little moments of each day should be appreciated and spent
cultivating positive relationships and teaching children critical skills that positively impact their life
now, and for years to come. Our thoughtfully constructed curriculum and implementation of
teaching strategies will focus on children’s overall development: cognitively, socially, culturally,
emotionally, physically, and mentally. Our primary goal is not to simply instill knowledge of
academic concepts. Rather, we aim to cultivate mutually beneficial and positive relationships.
PROGRAM DESCRIPTION CONTINUED…
When the whole child is considered, and guidance is implemented on the foundation of secure
relationships, children’s general understanding of academic knowledge will follow.
We approach teaching mathematic, science, and literacy concepts in supportive and
encouraging ways that help children develop a genuine love for learning and promote the
continuous development of meaningful child-teacher relationships. Our focus on strong child-
teacher relationships is to ultimately strengthen the relationships within the context of children’s
family and home life. We support the attainment of this goal by providing countless opportunities
for parents/guardians and other important influences in children’s lives to be active participants in
maintaining and improving our program’s overall quality (see Section #:Family Partnerships). We
make every effort to ensure our interactions with families convey our genuine love and support for
their role as primary caregivers and their child’s first and most important teacher. We will help the
adults in children’s lives recognize the impact they have on their child’s developmental process and
show them the capabilities they possess to nurture, teach, and care for their children. Providing
children from all walks of life with high-quality learning experiences that incorporate
developmentally appropriate – nationally recognized – practices and support reciprocal
relationships between children, families, and teachers is a significant and highly critical ambition we
want to make a reality (Copple & Bredekamp, 2013).
Needs Assessment
I used a variety of methods to determine the needs of my community. I conducted a
demographic assessment by researching census records and I searched and spoke with other
professionals in the community to determine the gap that needed to be filled in the field of early
childcare. I contacted and spoke with surrounding childcare centers, Idaho’s Department of Health
and Welfare, IdahoSTARS, and colleagues from my previous job position. In addition to the
conversations I had with them, I also canvased door-to-door and sent out a community survey in the
mail. From my research, I found that many parents had pulled their children out of their local
childcare arrangement because of lack of quality or because the centers they previously took their
children to went out of business due to financial hardship. As these parents/guardians have been
searching for new care providers, they have found that most centers are unable to meet their needs
for the following reasons: lack of care during their atypical work hours; long waitlists for mediocre
care, and even longer waitlist for high quality care; and, more. Our Story’s nurturing environment
and holistic approach to teaching and strengthening children and their families will provide this
community with the peace of mind and support it is desperately seeking.

Personal Resources
I posses my Bachelors of Science in Child Development and also have developed quite the
collection of children’s books throughout my countless thrift store escapades. My sister has a gift for
all things creative and has offered her assistance in any graphic design I would need done. With her
help, I will save a great deal of money on marketing and advertisement. My sister’s husband – my
brother-in-law – is studying to become a mechanical engineer. With his connections and expertise, I
am sure I will be able to cut costs when it comes to building our facility. And, most importantly, my
sincere love and wholesome intention for creating a high quality program that will strengthen and
lift children and their families is an attribute of mine I genuinely feel and consider to be a valuable
personal resource.
Risk Assessment
There are many risks associated with starting a business. One of the first being the personal
risks, like burnout, stress, and fatigue. I will combat these risks by making and keeping to a schedule,
implementing methods of stress relief, hiring quality employees who can lead when necessary, and
having a firm plan and understanding of what will be done to start and maintain my program. There
are also legal risks like liability, the possibility of being sued, and the negative implications of not
following the law. By obtaining and maintaining licensing, hiring an on-call lawyer, building genuine
relationships with families, having insurance, and informing and training staff on laws and policy, I
will reduce my legal risks. There are also business risks like unexpected expenses, the repercussions
of staff illness, poor financial planning, and the negative implications of not adhering to a budget. I
will combat these risks by purchasing insurance, contributing to an emergency fund every month,
and hiring an accountant, assistant director, substitutes, and secretary to keep everything in line.
Marketing and Advertisement
We will attract participants for our program by reaching out to the community in a variety of
ways. My sister and I will create flyers, brochures, and online media ads to post on social media
websites like Instagram and Facebook. We will put job postings on classifieds like Craigslist, Indeed,
and Glassdoor. We will also use banners, signs, word of mouth, and networking to solicit
involvement from program participants, staff members, and community members. We will also
create a specific Facebook business page for our program. We will share it and encourage our
friends and family to as well.
START-UP BUDGET (Based on 3-months prior to opening) CAPACITY: 106 CHILDREN
Start-up Personnel Costs EST. COST
Executive Director - $39,000/yr. (2 months/ 1st month I will not pay myself) $ 6,500
Center Director - $40,000/yr. (2 months) $ 6,667
After School/EHC Program Coordinator - $40,000/yr. (2 months) $ 6,667
Administrative Manager - $31,000/yr. (1 month) $ 2,583
Kitchen Manager- $ 27,000 (1 week) $ 563
(2) Infant-Toddler & Preschool Program Coordinators - $39,000/yr. (2 months) $ 6,500
18 Teachers $39,000/yr. (3 weeks) $ 43,875
9 Support Aides $27,000/yr. (1 week) $ 5,063
Subtotal Start-up Personnel Cost $ 78,418
Employee Benefits (15 %) $ 11,763
TOTAL START-UP PERSONNEL COST $ 90,181
Construction of Facility $ 110,000
Contract Services and Consultants

Architect $ 10,000
Contractor (including labor costs) $ 120,000
Lawyer $ 900
Accountant/Financial Advisor $ 1000
TOTAL START-UP CONTRACTED SERVICES COST $ 131,900
Supplies
Office (Computers, printers, paper, etc.) $ 5,000
Cleaning and paper goods $ 2,000
Food $ 6,000
Office & Center Furniture/Necessities $ 20,000
Classroom Furniture $ 100,000
Activity & Classroom Materials $ 9,000
TOTAL START-UP SUPPLY COSTS $ 142,000
Transportation (Down Payment) $ 24,000
Marketing & Advertisement $ 1,000
Occupancy
Loan Payment $ 3,055
Utilities $ 2,200
TOTAL START-UP OCCUPANCY COST $ 3,081
Other
Licensing/Zoning Expenses $ 1,000
Insurance (Property, Liability, Workers’ Comp., Auto, Abuse, Small Business) $ 7,800
Miscellaneous/Unexpected Expenses $ 1,000
Cash Reserve Payment $ 4,000
TOTAL START-UP COSTS $ 505,761
SECTION 1: PROGRAM FRAMEWORK AND VISION
Mission Statement
We believe children thrive in developmentally appropriate environments where caregivers
guide and teach based on principles of unconditional acceptance and love, encouragement, and
intentionality; and, parents, guardians, and other important adult influences play crucial roles in
children’s developmental growth and progression.
Philosophy Statement
Belief Statement 1: At Our Story, we support Abraham Maslow’s theory of hierarchy of needs and
Mary Ainsworth’s research on attachment (Berger, 2012). We believe and afﬁrm that children learn
best when their essential psychological need for love and acceptance is met with responsive and
thoughtful caregivers.
Belief Statement 2: At Our Story, we value the emotional bond between children and their families
and believe is essential to their overall development and progression. Creating a welcoming, safe,
and respectful atmosphere for children and their families is our top priority. We recognize the
individuality and differences of families. We acknowledge and respect their variations in culture,
interests, dynamics, and characteristics (Click, Karkos, & Robertson, 2014). We believe differences
are important in fact, vital for developing a deep understanding and appreciation of the world
around us. We intentionally aim to implement these values each and everyday by supporting
children and families according to their individual needs and circumstances.
Belief Statement 3: At Our Story, we foster the optimal development of all children through the
implementation of intentional and emergent curriculum (Click et al., 2014). We conduct pre-
assessments prior to constructing lesson plans and curriculum framework. We pre-assess to
determine the interests, developmental stage, and individual needs of each child, as well as the class
as a whole. Pre-assessing gives us the opportunity to determine the accommodations necessary for
creating an inviting and inclusive classroom environment. Teachers use a variety of methods when
pre-assessing including, but not limited to, observations, opinions of the children, visual work
samples, and parent/guardian feedback. We take into account the unique interests and
developmental abilities of each child. Intentionality and ﬂexibility are at the root of our construction
and implementation of curriculum. We plan curriculum intentionally to help children meet
milestones, grow in self-worth, and accomplish important developmental goals. Flexibility is
essential in our curriculum approach. We aim to promote and encourage children’s intrinsic
motivation, curiosity, and creativity by providing children with opportunities to create projects and
study a particular concept in as much – or as little – depth as they desire.
PHILOSOPHY STATEMENT CONTINUED…
Goal 1: We aim to provide children with opportunities for exploration and self-directed discovery
to help them become intrinsically motivated and develop a genuine love for learning about,
investigating, and understanding the many aspects of society and the world around them.
Objective 1: The children at Our Story will display curiosity about the natural environment,
identify earth’s materials in their own way, use their senses to identify similarities and
differences through observation and exploration, and investigate the physical properties of
living and nonliving things (Department of Health and Welfare [DHW], 2017, D4; G42). The
families at Our Story will encourage, reassure, and guide their children by posing open
ended questions – without set or predetermined expectations for the answers – and
discussing their discoveries with each other.
Objective 2: The children at Our Story will take more risks by accommodating and
assimilating their perspectives and overall understanding to the new settings, people, and
objects they explore, meet, and experience (DHW, 2017, D1; G6). The families at Our Story
will support children in reaching this goal by spending quality time together in new
environments – indoor and outdoor – and participating in open-ended conversations.
Goal 2: We aim to offer children and families supportive and enriching experiences that
encourage positive family dynamics and children’s positive self-concept.
Objective 1: The children at Our Story will perceive themselves as unique individuals
with worth and value as they begin to make choices; utilize their autonomy; show
preferences for certain things; and, describe themselves and their family members as
people who have minds, bodies, and feelings (DHW, 2017, D3; G36). The families at Our
Story will encourage their children to experiment with growing competence and
individuality by providing chances for them to make choices for themselves. They will also
collaborate with administrators and teachers, actively participate in center operations,
and frequently engage in two-way communication (Copple & Bredekamp, 2013, p. 23).
Objective 2: The children at Our Story will display positive self-concept as they begin to show
enthusiasm about their accomplishments and show self-control by self-regulating their
emotions; for example, taking a break from a stressful situation without prompting (DHW,
2017, D3; G37). The families at Our Story will engage with their children by celebrating with
them when they accomplish something and providing opportunities for their children to
participate in tasks appropriate to their stage of development.

PHILOSOPHY STATEMENT CONTINUED…
Goal 3: We aim to support secure and consistent relationships between children and their
families and ultimately create a unified and caring community of learners (Copple & Bredekamp,
2013).
Objective 1: The children at Our Story will trust, interact with, and seek assistance, care,
and/or affection from their parent/guardians, peers, and other influential adults in their lives
(DHW, 2017, Domain 3, Goal 27). Families who participate in the parent education programs
offered at Our Story will feel valued and important as they “see their home language and
culture reflected in the daily interactions and activities of their classroom” (Copple &
Bredekamp, 2013, p. 17).
Objective 2: The children who participate in the education programs offered at Our Story will
show confidence in seeking assistance from family members and familiar adults as they
solicit, and in turn receive, affection and help for a variety of reasons (DHW, 2017, Domain 3,
Goal 27). Parents/guardians will support secure and consistent relationships with their
children by engaging in meal time activities and responsibilities together.
SECTION 2: CLASSROOM PLACEMENT
Our policies and procedures for classroom placement connect to the following principles of
child development and learning that inform practice, stated in the National Association for the
Education of Young Children’s Position Statement (2009):
• Many aspects of children’s learning and development follow well-documented sequences,
with later abilities, skills, and knowledge building on those already acquired (“Principle 2”);
• Development and learning proceed at varying rates from child to child, as well as at uneven
rates across different areas of a child’s individual functioning (“Principle 3”);
• Children develop best when they have secure, consistent relationships with responsive adults
and opportunities for positive relationships with peers (“Principle 7”);
• Development and learning advance when children are challenged to achieve just beyond
their current mastery, and also when they have many opportunities to practice newly
acquired skills (“Principle 11”); and,
• Children’s experiences shape their motivation and approaches to learning, such as
persistence, initiative, and flexibility; in turn, these dispositions and behaviors affect their
learning and development (“Principle 12”).
2.1 Primary Caregiving: “Each child is cared for by only the same one or two adults, allowing the
adult to come to know the child very well and the child to form a strong emotional bond –
attachment – with that adult” (Copple & Bredekamp, 2013, p. 77).
2.2 Continuity of Care: “A child stays with the same primary caregiver in the same peer group over
many months or from year to year, if possible. If caregivers change frequently (children) either
never attach, or must continually deal with separation and readjustment, which can make both
(children) and parents feel insecure” (Copple & Bredekamp, 2013, p. 77). Every action we take in
our program is done to best support primary caregiving and overall continuity of care.
2.3 Initial Placement
When initially placing children during enrollment, we make every effort to make the most
appropriate decision that will allow the child to achieve their maximum potential. To do this, we
take the following two statements into consideration:
1. Children will be placed in the most developmentally, culturally, socially, and individually
appropriate classroom for their age, circumstances, developmental stage, and background -
all of these points are considered collectively when determining classroom placement.
2. How long will the child be able to stay in the classroom before other children at the center
begin to transition to the same classroom?
TUITION RATE CHART
INFANT-TODDLER PROGRAM FULL-TIME PART-TIME DAILY HOURLY
3 to 18 months $315 $180.00 $45.00 $5.00

16 to 30 months $280 $160.00 $40.00 $4.50
2 years, 4 months to 3 ½ years old $245 $140.00 $35.00 $4.00
PRESCHOOL PROGRAM FULL-TIME PART-TIME DAILY HOURLY
3 years, 4 months to 4 ½ years old $228.00 $130.00 $32.00 $3.75
4 years, 4 months to 5 ½ years old $210.00 $120.00 $30.00 $3.50
Prekindergarten $210.00 $120.00 $30.00 $3.50
SCHOOL AGE Before-School Only After-School Only Before & After-School
PROGRAM Daily Rate Daily Rate Daily Rate
Kindergarten $15.00 $15.00 $25.00

1st to 3rd grade $14.00 $14.00 $23.00
4th to 5th grade $14.00 $14.00 $23.00
SUMMER & FULL-TIME PART-TIME DAILY HOURLY
SCHOOL BREAKS
Kindergarten $210.00 $120.00 $30.00 $3.50
1st to 3rd grade $210.00 $120.00 $30.00 $3.50
4th to 5th grade $210.00 $120.00 $30.00 $3.50
Note: School age children’s tuition is based on days of attendance. However, the days of
enrollment must be predetermined prior to their first day of care. And, all policies regarding
payment of tuition apply as well.
SECTION 3: TUITION RATES, FEES, AND COLLECTION POLICY
3.1 Tuition Rates
Tuition rates listed in this section are based on a week of care. Payments are due the
Thursday before each week of service (Day Early Learning, 2019). This allows for flexibility when
determining their budget plans. Prompt payment is greatly appreciated, and pre-payment is
certainly welcome as well. Tuition stays the same regardless of regardless of hours attended, illness,
observed holidays or emergency closings (Day Early Learning, 2019). The only exceptions to this
policy are pre-approved vacations or unexpected/emergency related hospital stays of children or
immediate family members of children. We have crafted our tuition based on the following
definitions:
• Full-time Enrollment: 5 days of attendance (7 to 10 hours each day)
• Part-time Enrollment: 3 days of attendance (7 to 10 hours each day) OR 5 days of
attendance and less than 7 hours each day
• Atypical Enrollment: Any family whose schedule is different from the part-time/full-time
schedules (listed above) will meet with the administration to create a unique enrollment and
tuition plan to meet their childcare needs. The plan will blend the following daily and hourly
rates stated in our tuition rates. This tuition plan is unique in its creation, but must be paid in
its entirety, and by the same deadline as full-time and part-time tuition. The same policy for
payment of tuition applies: regardless of hours attended, illness, observed holidays or
emergency closings. The only exceptions to this policy are pre-approved vacations or
unexpected/emergency related hospital stays of children or children’s immediate family
members.
• Daily (7 to 10 hours) and Hourly Rates: Solely used for the purpose of determining tuition
and fees for atypical (not typical) enrollment plans
• Extended Hours Care (EHC): Childcare offered Saturdays Our Story is open.
3.2 Extended Hours Care
Childcare is available on Saturdays based on need. If families need weekend childcare, they
will need to fill out a Need Request Form. Then, the administration will discuss and determine if the
family’s situation is in accordance with center policies and procedures for providing extended hours
care.

EXTENDED HOURS CARE CONTINUED…
Qualifying for extended hours care is stipulated on the following circumstances:
• Children enrolled full-time may not exceed 55 hours of care within a week, or attend more
than 5 days of childcare within a week.
• Children who attend 5 days a week, but do not reach 55 hours of care, qualify for EHC up
to the stated maximum of 55 hours. However, each hour spent in childcare on their 6TH DAY
OF ATTENDANCE – regardless of whether or not 50 hours were spent in care the previous
five days – will be charged the hour or daily rate, whichever is the most affordable.
3.3 Fees
A registration fee of $90.00 is due when a child is signed up for childcare. Registration fees
will be waived for families receiving any type of financial/government assistance. Financial
assistance includes, but is not limited to, any of the following: food stamps (SNAP), Temporary
Assistance for Need Families (TANF), Idaho Child Care Program (ICCP), and/or PELL Grants. If you
are receiving financial aid that has not been listed in this section, please contact the administration.
3.4 Late Payments
There is a four-day grace period (including the weekend) for tuition payments. In the event
tuition payment is not received following this grace period, a 2% fee – of the original tuition due –
will be applied for each additional day tuition goes unpaid. Late payment fees due to errors with
ICCP or other government funded forms of assistance (PELL included) will be forgiven provided the
issue is solved within 14 days of the initial tuition due date, or notarized documentation is provided.
A child’s enrollment may become suspended in the event of extensive non-payment (one or more
months). We understand the financial climate of each family is vastly different. Please schedule an
appointment with us if you are experiencing extenuating circumstances or need help applying for
government assistance. We are committed to helping our children and families find solutions.
This policy is to help children and families maintain secure and consistent relationships. As
child and family advocates, we believe quality time spent with family is crucial to children’s
development. Parents are their first and most important teachers. Strong familial bonds not only
benefit children’s development, they improve overall family dynamics.
SECTION 4: STAFFING PLAN
Staff will be hired first and foremost on personal characteristics critical to job performance
(Click et al., 2014). When hiring staff members we only consider those who genuinely appreciate
working with children and families. They must be flexible and patient in any circumstance. During
the recruitment, screening, and interview process, applicants must exemplify excellent
communication skills and ethical conduct as defined in the Code of Ethical Conduct published by the
National Association for the Education of Young Children (NAEYC) (see Standards of Conduct, p. #).
All staff must unequivocally demonstrate traits of honesty and integrity in their day-to-day lives.
Those considered for staff positions must be responsible adults who possess the ability to inspire
learning and growth within children through the application of gentle and thoughtful teaching
methods and child guidance approaches.
4.1 Staff Organization Chart
EXECUTIVE DIRECTOR
Administrative
Center Director
Manager
Infant & Toddler Preschool School Age & Substitute Kitchen

Program Program Extended Hours Teachers Manager Maintenance
Coordinator Coordinator Program Coordinator (Cook) Technician
Prep Assistant
"Littles" "Creators" Assistant
"Founders" Technician
(3 to 18 months) (3 years, 4 months to (Kindergarten)
• 2 Teachers 4½ years old) • 2 Teachers
• 1 Full-time Aide • 2 Teachers
• 1 Full-time Aide
• 1 Closing Aide • 1 Full-time Aide
• 1 Closing Aide
• 1 Closing Aide
"Explorers"
"Meaning Makers"
(16 to 30 months) "Developers"
(1st to 3rd grade)
• 2 Teachers (4 years, 4 months to
5½ years old) • 2 Teachers
• 2 Teachers • 1 Full-time Aide
• 1 Closing Aide
• 1 Full-time Aide • 1 Closing Aide
• 1 Closing Aide
"Scientists"
(2 years, 4 months "Mountain Movers"
to 3½ years old) "Authors" (4th to 5th grade)
(Prekindergarten)
• 2 Teachers • 2 Teachers
• 2 Teachers
• 1 Full-time Aide • 1 Full-time Aide
• 1 Closing Aide • 1 Closing Aide
• 1 Closing Aide

4.2 Recruitment Process
We will recruit staff in a variety of ways: word of mouth, networking, online and print ads,
banners, and signs. Large “Now Hiring” banners and signs will be placed in visible locations near our
center. Flyers, online, and other forms of print ads will state the available positions with brief job
descriptions including wage, start-date, important deadlines, contract length, the application/
interview process, qualifications, responsibilities, and other important information (Click, et al.,
2014). Ads will state the name of our center, best method for contacting, and why we would our
business is a positive place of employment. Job announcements will be posted on social media (e.g.
Twitter, Facebook, Instagram, etc.) and online classifieds like Indeed, Care.com, CareerBuilder,
LinkedIn, Craigslist, and local community outreaches. Available openings will also be advertised
through the Church of Jesus Christ of Latter-day Saint’s Employment Center and other local faith,
recreation, community, high school, and university career/employment centers; career fairs open to
the pubic; special interest groups; and professional organizations.
4.3 Application Process
Our job applications require a resume, cover letter, completion of a brief survey, and at least
two personal references. If applicants possess a curriculum vita (CV) they may choose to include it,
but it is not mandatory.
4.3.1 Pre-employment Survey: The pre-employment survey consists of questions relating
to child guidance and discipline; overall understanding concerning children, their development, and
the impact of families in their developmental process; and, personal values, philosophy, and views
on ethical conduct as they relate to our program’s purpose. Surveys are constructed to address
applicants’ intentions for working in this field; they do not require significant knowledge of theory
and development. Rather, they require an understanding of applying the core principles associated
with development. This format provides any applicant, regardless of experience, background, or
education, with the opportunity to showcase their philosophy and beliefs regarding their work with
children and families. Someone who truly loves working with children will enjoy answering the
questions on the survey. Another benefit to our approach is administrators can objectively view the
thoughts and beliefs of applicants prior to the interview process.
4.3.2 References: Our application for employment explicitly states the requirement for
providing references. Upon review of a job candidate's application, their references are thoroughly
researched and validated. Professional references are preferred and recommended. However, we
also acknowledge the vast population of youth, young adults, parents returning to the workforce,
REFERENCES CONTINUED…
recently relocated immigrants and/or refugees, and other populations with unique circumstances
who are interested in this line of work. Applicants in these circumstances may provide references
from friends and/or extended family members – not immediate. In the event references are not
provided, the applicant will be notified via email to review their application and add the necessary
details. Applications lacking references will automatically be removed from consideration and
placed in a separate file apart from all candidates until references are received. If an applicant fails
to provide references and is speculating why they were not selected for an interview, it will be their
responsibility to review their application and solicit contact with our administration. They are
encouraged and welcomed to follow-up regarding their lack of references. Oversights happen; it is
what is done about the error that determines a professional’s competency and candidacy for
employment. If they approach this oversight competently, it is likely they will be reconsidered for a
job position.
4.4 Screening Process
After applications without references have been removed, members of the parent-teacher
association (PTA) will anonymously review the results of the applicants’ surveys and categorize
them based on initial impressions. Following PTA feedback, our administrative secretary will sort
applicants by program applied for, and in the following categories: those who, (a) meet the
“preferred” job qualifications; (b) meet the “minimum” qualifications; (c) possess some of the
qualifications; or, (d) do not possess any of the qualifications (Click et al., 2014). At this point, the
initial screening process is complete and each program’s respective administrators will proceed
with the interview process.
4.5 Interview Process
Each coordinator/director will receive the employment applications for their respective
program, in addition to the feedback that was obtained during the screening process. After
reviewing this information, the administrators will choose whom to bring in for an interview. Each
interview will be scheduled to last 45 minutes and be a three-part process: (a) an informal rapport
building discussion between the administrator and candidate; (b) a tour of the campus; and, to
conclude, (c) the formal portion of the interview where questions and discussions regarding the
position will be posed and responded to.

INTERVIEW PROCESS CONTINUED…
1. Informal Rapport Building: The initial discussion between administrators and candidates is
designed to help interviewees loosen their nerves and briefly introduce who they are. Often, those
who are truly passionate about working in this field have very personal and significant thoughts,
opinions, and emotions behind their approach to teaching young children and working with
families. Since their ideals and beliefs are not only important to their approach at work, but also
fundamental to their self-concept and reflect their deeply rooted values, it is important to begin by
building a foundation of trust and an open atmosphere for conversation.
2. Campus Tour: The purpose for conducting a campus tour prior to a formal discussion is to
provide the applicant with a brief view of how the program’s vision and framework is concretely
applied in the program. Touring the campus will also help the applicant become more acquainted
and comfortable with the new setting.
3. Formal Discussion: In the formal part of the interview, the administrator will discuss the
candidate’s results from their pre-employment survey. This will give the administrator the chance
to verbally listen to how the applicant agrees – or disagrees – with Our Story’s overall mission,
philosophy, goals, and objectives. Administrators are encouraged to ask at least the following
questions during the formal part of the interview:
• What are your strengths as a teacher? And, what would be your primary focus as a teacher?
• What are your weaknesses?
• Briefly state your teaching philosophy.
• You have a child in your toddler class who is biting other children. How do you respond?
• What would you do if a child kicked, pushed, or hurt you in any other way?
• A parent tells you she is very upset over an incident that happened the day before: What
would your first response be? And, what additional steps would you take to help the parent?
• Briefly describe three activities that would be age appropriate for the children you are
planning on working with.
• Why do you feel you are a good fit for our center? (Click et al., 2014, p. 221)
4.6 Administration Selection
Since the administration plays a critical role in determining support staff, all administrators
will be formally hired prior to hiring teaching staff. The first administrative employees recruited will
be the center director and administrative secretary. The executive director will use the applicable
mediums from the screening process indicated above, to select these employees. After determining
three quality candidates for each position, the executive director will proceed with the interview
process – also indicated above. Following these critical position placements, the executive director
and center director will work together to screen and interview applicants for the following
positions: infant and toddler program coordinator, preschool and after-school program coordinator,
and the extended hours program director. After these positions are filled, recruitment for the
remaining support positions will begin.
4.7 Teaching Staff Selection
Following interviews, each program’s respective administrators will review their notes and
evaluate the candidates. After they determine their top applicants, they will send the information
they have gathered so far to be briefly reviewed, in anonymity, by a carefully chosen panel of
professionals in the community. Following this review, the feedback will be returned to the
respective program’s administrator. The program’s director/coordinator will collaborate with the
executive director and the center director to review the overall feedback received. They will decide
whom to hire collectively, and will contact the chosen candidates via email and a personal phone
call. Applicants not chosen will receive a kind and professional email of non-selection. Extended
hours teachers will be hired with evening, weekend, and holiday availability in mind. They will work
most Saturday and holiday shifts, and during the week depending on scheduling needs and
availability.
4.7.1 Pre-operations Orientation: Upon the formal hire of staff members, we will conduct a
group orientation. Job placements will not be made prior to this event. Orientation will last three full
days. On the first day, staff members will get their pictures taken for their center identification cards.
We will have icebreaker activities; breakfast and lunch; a presentation and discussion about our
program’s framework; interactive simulations; and, role-plays regarding situations typical to each
age group of children. Administrators will be documenting and detailing overall team dynamics. The
goal of this is to determine co-teacher partnerships that have potential for cohesive classroom
dynamics. At the end of the first day of orientation, staff members will fill out an evaluation form
detailing their top four classrooms of interest for placement.

PRE-OPERATIONS ORIENTATION CONTINUED…
Our approach to having co-teachers instead of specific lead and assistant teachers will eliminate the
common “competition” conflict. The administration will meet on the first day, after orientation, to
analyze staff dynamics and make job placements accordingly.
On the second day, tables and chairs will be set up prior to staff members’ arrival. They will
be organized by program, and will include staff members’ center identification cards, security key
fobs for building entrance, their official job positions, who their co-teacher is (or extended hours
aide for school-age teachers), and a welcome basket – fit with the Our Story Program Handbook,
insulated-reusable water bottles, lesson plan booklets, developmentally appropriate practice
curriculum helps, an age-group research-based text regarding teaching and guiding their specific
age-group of children, and much more! We will begin by eating breakfast together and
brainstorming how to approach teaching our specific age groups of children. We will participate in
team-building activities and doing a community outreach project as a center – parents/guardians
with children already pre-enrolled in our school and the rest of our surrounding community
members and families will be invited to participate in the service activity as well. After the service
project, staff and families will be invited back to the center to enjoy a complimentary lunch and be
the first to use and view the completed outdoor nature-scape playground.
The third day, staff will have the chance to ask any questions they have had thus far; We will
review the important policies, procedures, and guidelines detailed in the handbook they were
provided with the previous day; have a brief training on colleague partnership and collaboration;
and, then staff will separate to their classrooms to come up with suggestions for any additional
furniture, layout, materials, etc. At the conclusion of the day, there will be an evaluation each staff
member will complete that will help the administration address any concerns, issues, or
improvements that need to be made to any aspect of the program. After orientation, the center will
not open for another three weeks. There will be many important tasks to accomplish during that
time, and staff will definitely be busy with all the necessary preparation.
4.8 Additional Support Staff Selection
In addition to regular teaching staff, other necessary employees will be hired. The screening
and selection process is similar to other staff, but not as rigorous (panels, PTA feedback, etc., will not
be necessary for hiring these staff members). Instead, the administrator assigned stewardship of the
employee’s position will be solely responsible for the hiring process. Additional support staff
members include substitutes, kitchen staff, maintenance staff, and closing aides.
ADDITIONAL SUPPORT STAFF SELECTION CONTINUED…
Substitutes will be screened, interviewed, and selected by the center director. Kitchen staff will be
screened, interviewed, and selected by the administrative secretary, who will be trained on
nutrition, establish contact with registered dieticians, and hire kitchen staff competent of adhering
to the guidelines either because of previous experience, or because they are ready and willingly to
take in new information and learn how to apply it effectively. The extended hours director will hire
the maintenance supervisor and staff, and the closing aides. Closing aides will be hired with evening,
weekend, and holiday availability in mind. They will typically work most Saturday and holiday shifts,
and during the week depending on scheduling needs and availability.
4.9 Volunteer and Intern Selection Plan
We do not rely solely on volunteers or student interns to provide care for the children who
attend. However, interns and volunteers are always encouraged and welcomed to contact us if they
have a desire to serve in any capacity in our program. We genuinely enjoy when family and
community members participate in our program. All interns and volunteers who serve and are
working with children at the center – more than two days a week – will be required to obtain
background check clearance through the Department of Health and Welfare and Pediatric CPR and
First Aid certification. Our Story will front the cost for volunteers related to children enrolled in the
program (including grandparents, aunts, uncles, siblings, etc.). So, parents/guardians: take
advantage of this great opportunity to become trained in important skills and make significant
contributions in the lives of children!
4.10 Work Schedule
We are open from 5:00 a.m. to 9:00 p.m., Monday through Saturday. Our program is
intentionally designed to accommodate the unique circumstances and needs of families. Due to our
program’s nature, we operate on a year-round basis, including most federally recognized holidays
(increased staff wages will apply). All employees must be willing to work the holidays and Saturdays
we are open. During the first week of each month, staff will specify one Saturday, or holiday, they
can work during the following month. In preparation for the additional workday, scheduling for the
preceding week of each employee’s chosen day will be adjusted to allow ample time for rest.
Employees may not be required to work Saturday shifts on a regular basis, but should plan to work
their chosen day unless information has been otherwise discussed prior to the weekend of work.
HOLIDAY CLOSURES: Christmas Day, New Years Day, Fourth of July

WORK SCHEDULE CONTINUED…
March KEY:
Week to pick additional workday for APRIL
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2
3 4 5 6 7 8 9 Weekends the center is open in APRIL
10 11 12 13 14 15 16
17 18 19 20 21 22 23
Part-time employees will not be asked to work
over 20 hours each week.
24 25 26 28 29 30 31
April
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Full-time employees will not be asked to work
1 2 3 4 5 6
over 40 hours each week.
7 8 9 10 11 12 13
If an employee is interested in working more than

14 15 16 17 18 19 20
21 22 23 24 25 26 27
their predetermined hours, they are encouraged to
28 29 30
discuss their desire with the administration.
4.11 Standards of Conduct

Professionalism is essential in our line of work. Employees are in communication with
families and colleagues often, on a regular basis. To foster the positive development of reciprocal
relationships with colleagues and family members of the children served, employees are encouraged
in fact expected to familiarize themselves with NAEYC’s Code of Ethical Conduct (2011). The
following are the core values and framework that signify the responsibility adults have to children.
We reaffirm that educators, parents, guardians, family members, administrators, and other
important adults support children’s optimal development when they:
• Appreciate childhood as an exceptional and valuable stage in the human life cycle;
• Interact with children based on their stage of development;
• Value and encourage secure bonds and attachment between children and families;
• Recognize children are best understood and supported in the context of family, culture,
community, and society;
• Respect the diversity, dignity, worth, and uniqueness of all individuals (children, family
members, and colleagues); and,
• Recognize that children and adults are given opportunities to reach their full potential in the
context of relationships that are based on trust and respect (NAEYC, 2011).
STANDARDS OF CONDUCT CONTINUED…
Adhering to these principles and beliefs promotes a constructive work atmosphere. Prejudice or
harassment of any kind is unacceptable and will not be tolerated. Under no circumstance should
staff be under the influence of alcohol or drugs that have not been prescribed by a clinician. Staff are
expected to treat children, families, colleagues, and members of the community with respect and
empathy. Discounting the importance of ethical conduct in the workplace is deemed unprofessional
and could be grounds for dismissal. We genuinely desire our employees to believe in the value of
ethical standards as whole-heartedly as we do. If someone has a question regarding any of the
standards, we encourage them to speak with a member of the administration to seek further
clarification and understanding.

- JOB DESCRIPTION EXAMPLE -
Center Director
Supervisor: Executive Director
• Location – Boise Central Bench Main Campus
• Exempt – Salary: $30,000 – $38,000 Depending on Experience (DOE)
• Full-time – Must be present at center at least 35 hours per week
Qualifications:
• Masters (Preferred) or Bachelors of Science in child development, or a related field with
significant coursework in early childhood development
• 5+ years of experience and at least one year of teaching experience (Note: Higher education will be
taken into consideration in factoring years of experience)
Overall Responsibilities:
The Center Director is expected to fulfill all responsibilities including, but not limited to, supervising
program planning and curriculum; developing positive staff relationships; cultivating positive
community relations; encouraging parent involvement and education; and overseeing financial
stability, enrollment, health, safety, nutrition, and more (Click et al., 2014).
• Effectively delegate
• Supervise and monitor all staff
• Exemplify NAEYC standards in day-to-day interactions
• Reinforce and work to create an overall positive company atmosphere
• Advocate for and support the well-being of all children, families, and employees
• Ensure center operations are in accordance with state and federal laws and licensing
regulations
• Collaborate with members of the community to enact positive change
• Report evidence, or suspicion, of child abuse or neglect to Executive Director
• Communicate with staff as necessary via email, phone, or face-to-face conversation during the
hours of 8:00 a.m. to 9:00 p.m., Monday through Saturday (Note: Employees must go through the
proper channels and communicate outside of scheduled hours only when absolutely necessary.
Staff will not be directed to the center director without first conversing with their supervisor.)
Duties and Tasks:
• Hold regularly scheduled staff meetings
• Participate in evaluations, directly and/or indirectly
• Communicate with supporting administrators regarding logistical company operations:
budgeting, planning, licensing, maintenance required, etc.
• Communicate and hold regular stewardships with administrative staff
• Work directly with the executive director to complete projects and fulfill responsibilities
• Provide opportunities for staff to participate in continuous professional development
• Review and give authorization to Program Coordinators’ and EH Program Director’s new hire
requests and approvals of curriculum, newsletters, time-off requests, schedules, events, and
more
• Create and send out brief “Monthly Moment” newsletters – any included information must
adhere to and explicitly reference best practice according to IdahoSTARS, IDAEYC, and NAEYC.
Professional sources not included in this list may be supplemented upon approval from the
executive director.
Personal Requirements:
• Be able to articulate knowledge of children and their development, empathize with staff, families,
children, and the broader community, and practice effective communication skills
• Commit to honoring the mission, philosophy, values, and beliefs of Our Story
• Display a genuine desire to improve the surrounding community, grow professionally, and
implement developmentally appropriate practices
• Demonstrate care, character, competence, and confidence in approach to leadership (Click et al.,
2014).
• Must be fluent in local, state, and federal laws, licensing regulations, and accreditation standards
as they apply to this field of work
Physical Requirements:
• Move and bend to accommodate conversations with children at eye level
• Lift up to 20 pounds at any given time
Additional Job Information:
• Complete additional duties as requested or assigned by superiors

SECTION 5: PROFESSIONALISM
5.1 Communication Regarding Children
All interactions directly, or indirectly, relating to children are expected to be positive and in
accordance with NAEYC’s Code of Ethical Conduct and our child guidance policies and procedures.
Staff are expected to maintain confidentiality when discussing matters pertaining to children and
families. These discussions must remain strictly between co-teachers, family members and,
administrative staff. We acknowledge the value of collaboration between colleagues and will
provide confidential formats for teachers to discuss methods for improving their approach to
teaching.
5.2 Family Communication
Interactions with families must also be positive and in accordance with NAEYC’s Code of
Ethical Conduct. Employees should greet and have friendly conversations with families during
drop-off and pick-up. The families we serve are important to us. They are the first and most
important teachers in a child’s life and should be treated as such. We work hand in hand with them
to provide individualized care for their children. They deserve to know about their child’s overall
day and development. Staff should refrain from negative gossip regarding families, and instead
work to develop professional and mutually beneficial relationships. Families have entrusted us
with their children and we must make a continual effort to convey how grateful we are to teach and
care for their loved one(s).
5.3 Staff Communication
Interactions between colleagues must also be positive and in accordance with NAEYC’s Code
of Ethical Conduct. Staff should work as a team to provide emergent and high-quality educational
experiences for the children they serve. Under no circumstance should staff gossip negatively
about one another. Developing a positive atmosphere requires positive communication. All
employees are encouraged to consistently reflect on their conduct with colleagues to determine
how to best respect and work with one another.
5.4 Dress and Hygiene Standards
All staff should consider practicality when it comes to choosing work attire. Working with
young children often requires frequent movement. Flip-flops are not conducive to this type of
work, since they tend to fall off easily. We recommend comfortable closed toe shoes since they
allow more flexibility in movement. However, comfortable and professional sandals are permitted
as long as they are secure and have a back or buckle.
DRESS AND HYGEINE STANDARDS CONTINUED…
We are not be responsible for injuries caused by, or related to, open-toe footwear. Professional
jeans and crops are permitted provided they are not acid wash, low cut, or excessively ripped,
frayed, or torn. Small holes at the knee are acceptable considering the frequency of kneeling and
bending. Leggings are permitted as long as the accompanied top is a professional blouse, no
shorter than three inches above the knee. Appropriate, professional, and neutral t-shirts may be
worn with shorts, jeans, or pants, but not with leggings. Shorts must be knee length, no exceptions.
Tank-tops are permitted as long they are not cropped or low-cut and the straps are at least the
width of the employee’s hand. All shirts must be modest: no low-cut or crop tops. Staff may not
wear clothing that appears to connect to, or smell of, tobacco, alcohol, sexual innuendo, violence, or
drugs of any kind. Clothing, accessories, and tattoos may not display words, phrases, symbols, or
graphics that could be considered unprofessional or prejudice in any way. Tongue, lip, eyebrow,
and any other facial piercings deemed as extreme are prohibited. One small stud piercing on the
nose is not recommended, but it is acceptable. No more than three to four small tattoos may be
visible. Employees are expected to look and smell clean and professional. If for any reason, an
employee’s appearance is deemed unacceptable, they will be sent home to change and return in
more appropriate attire.
If extenuating circumstances produce improper hygiene, staff should consult the
administration, and they will be more than happy to provide assistance to better their
circumstances.
5.5 Electronics in the Classroom
Center telephones are located in each classroom. Whenever possible, if a family member or
friend needs to gain contact with a staff member, they should call the center to speak with them. If
an employee is expecting an important call (e.g. family circumstances, doctor visits, etc.), it is their
responsibility to inform the party calling that they must call their work number, and the employee
should do their best to relay to the administration that they are expecting a phone call. If you know
you are someone who is distracted by their cell phone, or can not follow the policies as explicitly
listed in this section, we encourage you to turn your phone off and refrain from using it in any way
in your classroom.

5.5.1 Personal Electronics: At times, staff members may be granted permission to use their
cell phones at work. Some acceptable uses of personal cell phones, tablets, or smart watches
include:
• Exchanging A BRIEF SERIES of important text messages regarding an emergency or family
issue, with prior permission from the administration;
• Monitoring health-related concerns (e.g. diabetes, heart disease, etc.); or,
• Using for a field trip outside of the center, BUT NEVER WHEN DRIVING OR OPERATING A
VEHICLE.
5.5.2 Classroom Technology: Each classroom will be given an iPad for a variety of poignant
purposes in their early childhood classroom. On center iPads, teachers will be able to:
• Create intricate lesson plans quickly and effectively during nap-times;
• Research significant peer-review articles about issues they are facing in their classroom;
• Search the internet for developmentally appropriate activities;
• Document children’s progress through confidential e-portfolios;
• Share developmental information with each child’s family, in confidential ways;
• And, more.
5.5.3 Overall Use of Technology: Cell phones and tablets can be beneficial but also cause great
issues, ESPECIALLY IN SETTINGS WHERE WORKING WITH CHILDREN IS THE PRIMARY FOCUS.
Looking at an electronic screen compromises supervision and poses a distraction. Unacceptable
uses of personal cell phones, tablets, or smart watches include, BUT ARE NOT LIMITED TO:
• Playing games during working hours or using – for any reason – while driving; or,
• Casual texting, calling, video chatting, instant messaging, etc. between friends;
• Using your cell phone’s camera or microphone to record confidential information;
5.6 Resignation
Teachers and support staff who wish to resign from a position are encouraged to give a
minimum of two-weeks of notice in writing. Administrative staff are encouraged to give a
minimum of four-weeks of notice in writing (NAEYC, 2009). Since our operations do not rely on the
support from volunteers or interns, volunteers are not asked to give notice for not returning.
Interns are asked to give at least one-week of notice to facilitate a positive transition process out of
their assigned classroom.
5.7 Termination
All employees and volunteers may be immediately and involuntarily terminated in cases of
severe misconduct including, but not limited to: child endangerment or neglect, felony conviction,
falsifying documents or records, theft, gross negligence, insubordination, harassment, refusal to
complete work, willingly disclosing confidential information, carrying a concealed weapon, or
walking away from the center without permission when the employee’s presence is expected
(NAEYC, 2009). Disciplinary action will be taken regarding minor forms of misconduct through a
series of disciplinary warnings. Employees will receive disciplinary action through a four-part
process, and in the order as listed: (a) a verbal warning, (b) a written warning, (c) suspension, and
(d) final termination if a resolution is not found. All parts of the disciplinary process will be
formally documented and tracked.

SECTION 6: STAFF EVALUATION AND TRAINING
We believe children thrive in developmentally appropriate environments where caregivers
guide and teach based on principles of unconditional acceptance and love, encouragement, and
intentionality. Unceasing research conducted to better understand children and their development
provides sound and effective methods for applying these principles. Implementing innovative research
requires commitment and honest reflection through evaluation, collaboration, constructive feedback,
and ongoing training. Implementing these strategies supports continuous staff progression and
program improvement. We want to provide our families and children with impactful experiences that
encourage growth and learning cognitively, socially, and emotionally. We understand the value and
magnitude of applying developmentally appropriate practices in the classroom, as well as at home.
Ongoing evaluation helps us develop professionally and personally and, in turn, allows us to provide
effective tools families need to improve their relationships, solidify emotional bonds, and promote
supportive and nurturing dynamics in their home lives.
6.1 Evaluation Methods
We conduct evaluations throughout the calendar year and roughly on a quarterly basis (every
three months). Our primary methods include surveys, portfolios, and observations.
• Surveys are conducted on an annual basis. All staff complete surveys prior to hire. Their responses
are discussed with their program coordinator during orientation. Each employee is an individual,
endowed with unique strengths, ideas, and values. Our flexibly structured surveys give us a medium
to better understand the passion that lives in our teacher’s hearts, which is ultimately what we seek
when hiring care providers. Surveys also provide administrators with a brief view of the employees’
ideals and knowledge since there are a variety of questions and short answer responses that outline
concepts regarding ethical conduct, child development, curriculum construction, and
developmentally appropriate practices. All employees retake a similar survey the quarter prior to
their yearly anniversaries of hire.
• Staff-portfolios are turned in every other quarter (biannually). They are created and maintained by
teachers themselves: predominantly for the purpose of self-evaluation, but also for the purpose of
evaluation by administrators. Each staff portfolio has associated rubrics and self-evaluation forms
that administrators review and give feedback on. Portfolios also contain the personal vision and
framework documents created by staff members when they were initially hired. These documents
are also reviewed and given feedback on by administrators.
Portfolios allow the administration a lens to see staff members’ effort and care they put into their
work with children, families, colleagues and the community.
EVALUATION METHODS CONTINUED…
• Observations are conducted every quarter, and range in their level of depth. Video camera systems
are installed in each classroom – all staff members signed a waiver to be video-recorded prior to
their first day of work. During each quarter, employees are observed over a two-week period. An
administrator will roughly evaluate staff members’ performance by watching two consistent hours
of classroom footage during the first week. In the second week, the same administrator will enter
the classroom for a half-day observation (typically, 8:00 am to 12:00 pm or 3:00 pm to 7:00 pm
depending on work schedules). During observations, administrators are present in the classroom
solely for the purpose of observation and will not intentionally insert themselves into or participate
in curriculum instruction or routine practices of the day unless health, safety, or discipline concerns
arise. Staff will know the two weeks observations will take place. They will not know the exact date
within the two-week period until 24 hours prior to each observation.
6.2 Approach to Evaluation
Childcare providers are critical participants in children’s developmental growth and
progression. Their role involves a high level of commitment and we acknowledge their earnest
dedication to the children and families we serve. Administrators at Our Story make a sincere effort to
conduct evaluation objectively, gently, and constructively (Click et al., 2014). We do our best to convey
the genuine care and concern we have for our wonderful team members. Our work is the work of lifting
and supporting one another, our communities, and society as a whole (McQuain, 2019). We assess
strengths as well as areas for growth in an effort to address staff members’ personal happiness and
development as individuals, as well as their development as professionals and advocates in the field.
Our emphasis on unity and collaboration effectively supports our effort to find real solutions and enact
positive change in our program. Our progressive environment supports and lifts staff members by:
• Conducting purposeful observations and feedback (MacDonald, 2016);
• Incorporating assessment data (MacDonald, 2016);
• Focusing on their beliefs and goals as educators, as well as our specific program goals
(MacDonald, 2016);
• Having focused check-in meetings and commitment to follow through (MacDonald, 2016);
• Helping them achieve goals, rather than making it more difficult for them;
• Modeling and encouraging humility through thoughtful communication and mindful actions and
exemplifying a growth mindset and appreciation for the contributions of others; and,
• Ultimately, focusing on what is best for children according to their circumstances and needs
(McQuain, 2019).

6.3 Staff Training
Having Focused
Check-in Meetings Following the evaluation process,
Participating in staff members and administrators

Individualized collaborate to develop personal and
Professional
Development center-wide action plans. Action plans
Incorporating in consist of specific, measurable,
Individualized
Professional attainable, relevant, and time-bound
Development
goals and objectives for aligning
Conducting
Purposeful employees’ daily practices with their
Observations
and Feedback personal goals and beliefs, and our
program’s overall philosophy and goals
(MacDonald, 2016). Ongoing training
Crafting an
IPDP with and continuing education supports our
Clear Goals
center-wide effort to achieve desired
“A System for Supporting Professional Growth” outcomes. We emphasize supporting
Obtained from Inspiring Early Childhood Leadership
(MacDonald, 2016, p. 42) and strengthening staff in all areas of
facets of life. Our holistic approach to
staff development is a unique effort we are proud to say we incorporate in our program. All parties we
associate with in our personal and professional lives benefit from our continuous learning and
development: the children and families we serve, the colleagues we work with, as well as the broader
community. Relevant training and professional development increases our understanding, expands our
perspective, and helps us attain knowledge regarding circumstances specific to our center thus,
allowing us to implement strategies in context. In addition to ongoing training, staff members are
expected to complete particular trainings prior to, or within three months of, working directly in the
classroom (see Section 10: Health and Safety) Training requirements vary for each staff member
depending on their position held, overall level of education obtained, and experience in the field.
6.3.1 Orientation: When a staff member joins the Our Story team (after a current teacher
leaves, and they fill their position) their first week of work consists of orientation to the center,
becoming familiar with classroom operations, and completing a personal vision and framework project.
Materials are available in our staff library to reference, and/or staff can use their laptops or cell-phones
(provided they are connected to our Wi-Fi only). Staff members will work in the classroom for half of
the day and have time to work on their personal vision and framework project the second half of the
day.
6.3.2 Individualized Training Plans: Our belief that children should be taught in
developmentally appropriate ways is transferred to our belief regarding staff training and
development. All staff are unique individuals and are treated as such through our use and
implementation of Individualized Professional Development Plans (MacDonald, 2016). These
training plans are developed quarterly and used continuously – prior to evaluation, and following
evaluation. They are reviewed biannually by coordinators and administrators, and/or when staff
members request a “feedback and review stewardship” with their program coordinator.
6.3.3 Group Trainings: In addition to individual self-evaluation and training, we also utilize
group trainings. Just as we hope to provide children with tools for success, we also want to provide
staff with the tools they need to succeed. Our trainings provide staff with methods for handling
stress and implementing their knowledge of child development. During our center trainings, we:
• Bridge with interactive activities, discussions, and food (McQuain, 2019);
• Outline our take-away points clearly, specifically, and throughout the training (McQuain,
2019);
• Utilize a variety of teaching strategies and appeal to all learning styles: showing video clips,
participating in role-plays and demonstrations, holding group discussions, analyzing case
studies, and other interactive approaches (McQuain, 2019);
• Solicit feedback, thoughts, and opinions from staff members and utilize collaboration; and,
• Provide examples, demonstrations, and visuals relevant and interesting to the staff to make
training more meaningful and impactful to them personally and professionally.
6.4 Supporting Staff Members
All staff members are essential participants in our overall operations as an early learning
and family support center. We want staff to understand our gratitude for devoting their time and
efforts to us and those we serve. We strive to create an uplifting and motivating work environment
by doing the following:
• Upholding high quality program standards by periodically checking our program’s and
staff’s alignment with Idaho’s Early Learning Guidelines, NAEYC’s Code of Ethical Conduct,
the principles and core considerations of Developmentally Appropriate Practice (DAP), and
other research-based guidelines, standards, beliefs, and ideals regarding educating young
children and supporting their families;

• Encouraging and supporting professional development by providing tuition assistance for
continuing education, funding for research endeavors when staff show interest in doing so,
and more;
• Offering higher-than-average wages and benefits: complimentary childcare for immediate
family members, job position security and paid maternal and/or paternal leave for 12
weeks, assistance in times of financial hardship, paid time off, flexible scheduling1, and
more;
• Relieving full-time teaching staff from thorough end of the day cleaning by hiring staff
specifically for cleaning duties;
• Maintaining a friendly and clean staff break room that consists of a resource library,
comfortable seating, access to Wi-Fi, and a kitchenette furnished with purified water bottles
and snacks on occasion;
• Permitting staff members to take a short unscheduled break when needed;
• Offering teachers the choice of taking 2 hour lunch breaks; and,
• Ensuring teachers are always heard and validated.
1 The schedules handed out each month are concrete and must be followed except in cases of emergency, family responsibilities, and/or illness. Flexible scheduling
requests will be approved on a case-by-case basis and approval is dependent on the employee’s adherence to the terms of their employment contract.
SECTION 7: FAMILY PARTNERSHIPS
Family partnerships are vital to our success as a company and as a nurturing influence
in the lives of the families, children, and other important adults we serve, as well as the
broader community and our surrounding colleagues and professionals at other centers.
Feedback and insight from families is essential for strengthening our program’s quality and
affording individually, developmentally, socially, and culturally appropriate experiences to all
children! Our emergent approach to curriculum cannot be successful without the vital
collaboration and assistance from parents/guardians and other important adult influences in the
lives of the children we serve. Our mission is to support children and their families as they develop
and grow. We believe children thrive in developmentally appropriate environments where
caregivers guide and teach based on principles of unconditional acceptance and love,
encouragement, and intentionality. And, we believe providing the important adults in their lives
with education and understanding on developmentally appropriate practices relating to parenting
and child guidance to be an effective way of supporting strong and emotionally secure familial
bonds. The value and implications of secure attachment are vast (Berger, 2012). We acknowledge
these implications, and do our best to support the development of strong familial bonds and
dynamics and reduce the likelihood of insecure attachment – and the adverse consequences
associated with it.
7.1 Benefits of Family Partnerships
For Children…
Parents and family members are a child’s first and most important teacher, and play a
crucial role in their progression from birth into adulthood: “Children develop best when they have
secure, consistent relationships with responsive adults and opportunities for positive relationships
with peers” (Copple & Bredekamp, 2013, p. 13). This principle offers insight on precisely how we,
as early childhood educators and advocates, should approach educating and supporting the
development of young children. In addition to supporting positive interpersonal skills, secure
relationships between children and families promote children’s sense of self-efficacy and self-
esteem. At Our Story, we partner with families to ultimately promote the optimal development of
children. Supporting the family benefits and supports the children.

BENEFITS OF FAMILY PARTNERSHIPS CONTINUED…
For Parents…
Because of the busy lives parents lead, stress-related risk factors regarding family
management, discipline and conflict; child guidance practices; previous patterns in parents’
childhood(s); and a variety of other issues, are often unintentionally disregarded or overlooked
(“Risk and Protective Factors,” 2015). There is only so much one, or even two or more people
(depending on family dynamics), can do before they reach the point of exhaustion. Partnership
with families brings awareness to the important protective factors including, but not limited to,
secure emotional bonds, positive discipline and guidance strategies, and encouragement of, and
opportunities for, practicing pro-social skills (“Glen Oaks,” n.d.). Our program strengthens and
reinforces resilience in parents and families by providing concrete support in times of need,
education on effective parenting and child development, and other valuable resources (Vanderbilt,
2006). We offer the important adults in children’s lives a medium to teach and apply protective
factors essential to the overall emotional, physical, and mental health of themselves and their
families.
For the Community…
Parent and family involvement benefits the community because it spreads knowledge and
information of developmentally appropriate practices. Continuously educating staff and parents on
sound information regarding child development constitutes the education of the broader
community by association and friendships. Partnering with families improves the community as a
whole.
7.2 Direct Partnerships with Families
Parents will be given opportunities to participate in our program’s day-to-day operations as
frequently as desired. An example of how we partner with families is our standing invitation for
their participation in center activities and operations during our weekend care (EHC). When
families have free time, we welcome their participation in our EHC program. They are welcome to
come and utilize our center resources to support strong emotional bonds and attachment with
their children during their one on one time or, while also volunteering with center operations.
Some additional ways we invite families to participate in our program include:
• Utilizing our open door policy, meaning they can visit and participate in any portion of their
child’s day whenever they have time or desire to (Vanderbilt, 2006);
DIRECT PARTNERSHIPS CONTINUED…
• Attending and volunteering for center events or volunteering to assist with transportation and
supervision during field trips;
• Committing time to volunteering and helping with learning centers and activities in the
classroom;
• Sharing some of the practical applications of their professional careers or hobbies and
interests with the children;
• Creating and implementing a unique and hands-on activity for children at the center;
• Assisting in office work and filing;
• Participating in recording and documenting activities in the classroom (e.g. taking pictures and
creating simple captions and phrases to accompany them);
• Volunteering any additional skills which could benefit company operations (e.g. maintenance
or organization);
• Sharing information about their personal cultural beliefs and practices with the children;
• Offering to be an aide to children who would benefit from additional support and individual
instruction;
• Coming in to read books to some or all of the classrooms;
• Participating in hiring processes (T. Wu, personal communication, February 26, 2019), and
policy decisions (Vanderbilt, 2006);
• In addition to any other appropriate ways parents or administrators come up with.
7.3 Indirect Partnerships with Families
The demands placed on parents due to work constraints often impede their ability to
participate in activities during our hours of operation. Fortunately, they can provide assistance in
our program in many other unique ways such as:
• Sharing documented information with teachers regarding their children’s interests, hobbies,
talents, and strengths, or developmental areas they are struggling in (Brooks, Epstein,
Ferguson et al., 2009);
• Understanding and implementing center standards and morals at home;
• Creating newsletters and updating website content;

INDIRECT FAMILY PARTNERSHIPS CONTINUED…
• Starting a book club with other parents, and possibly staff, regarding new information on
parenting and child development;
• Creating safe and appropriate homemade toys (e.g. sock puppets, large bean bags, sensory
boxes, books, music makers, rain-sticks, etc.) and preparing materials for classroom activities
at home (Vanderbilt, 2006);
• Creating an individualized book about their family for their child to bring to school;
• Completing surveys about center operations and ways they desire to participate in their child’s
learning;
• Helping create announcements and parent education handouts for the “Conversation Corner”
(Vanderbilt, 2006);
• Recruiting staff, and encouraging family, friends, and members of the community to volunteer
with events and daily operations of the center;
• Accompanying a member of the administration to recruiting events for staff, like job and
career fairs at colleges, high schools, and the surrounding community;
• Advertising and assisting in preparation for parent education workshops;
• Implementing a co-op between parents to provide care outside of the center’s hours of
operation;
• Fundraising to benefit the center, families we serve, or surrounding community; and,
• Other appropriate methods discussed and approved between parents and staff.
7.4 Soliciting Family Partnerships
Our first, most critical, method for enlisting volunteer participation is our unceasing effort to
cultivate positive connections with the families we serve. Parents should feel comfortable in the
presence of their children’s teachers and other staff. They should be able to boldly state their
confidence in them. Care providers and families cultivate reciprocal relationships as they
continuously express mutual respect and appreciation for one another. Engaging in partnerships
with families can begin in a number of ways:
• Communication through handouts, fliers, emails, bulletin board announcements, and face-to-
face conversations;
• Reaching out and soliciting feedback from families, especially new families;
• Having a potluck and meeting about family participation;
SOLICITING FAMILY PARTNERSHIPS CONTINUED…
• Using social media to spread the word about volunteer opportunities;
• Offering minor discounts on tuition, or other benefits, for volunteer work;
• Proposing a variety of ways to volunteer, so families can accommodate individual schedules;
• Scheduling fun events, with childcare provided, for parents to get to know each other;
• Having a PTA, and more!
7.5 Sustaining Family Partnerships
Sustaining family partnerships requires genuine effort and thoughtfulness. Channeling
Creativity makes a continuous effort to thank parents and families for their time and commitment
to our overall success. We use a variety of methods to show our gratitude including warm thank
you notes specific to their contribution, acknowledgements in our center newsletters, and working
to develop mutually beneficial relationships (Copple & Bredekamp, 2013).
7.6 Documenting Family Partnerships
Family partnerships are documented through sign up sheets, photographs, newsletter
acknowledgements, and written and electronic feedback and correspondence. Families are some of
our most important team members, and we aim to acknowledge how important they truly are. We
want them to know we hold them in high regard.

SECTION 8: CHILD GUIDANCE AND DISCIPLINE POLICY
“Above all we shall not harm children. We shall not participate in practices that are disrespectful,
degrading, dangerous, exploitative, intimidating, psychologically damaging, or physically harmful to
children. This principle has precedence over all others.” - Principle 1.1, NAEYC Code of Ethical Conduct
8.1 Purpose of Child Guidance

Our purpose is to teach children life skills
pivotal to their overall progression and success in life.
Empower
Children
We employ positive discipline strategies, not
Application
punishment. Our philosophy on child guidance affirms
of Child
the importance of secure and positive relationships Guidance
between caregivers, children, and their families
Positive and
(McQuain, 2019). Children are most likely to thrive Supportive
and benefit from sound direction, applied in context, Relationships
on the basis of supportive relationships. On a daily
basis, our thoughtful teachers implement research-based guidance techniques that support each
child’s development of self-regulation, language, cognition, social competence, and more (Copple &
Bredekamp, 2013). As we support the application and utilization of these important skills, we hope
to encourage an intrinsic desire within the children to uncover deeper truths and understandings
of the world for themselves. We want to empower children to use their autonomy in positive and
constructive ways for the rest of their lives. We believe all children are inherently good and benefit
greatly from appropriate limits and logical consequences, when necessary. We affirm the positive
benefits that come from applying reasonable limits in warm and understanding ways. These
benefits include, but are not limited to, children’s ability to exercise self-control and self-regulation
positively and develop personal responsibility and accountability.
8.2 Preventing “Challenging” Behavior
Our staff members make a conscious effort to recognize the unique needs of the children we
serve. We firmly agree with the belief that “misbehavior” is a method of communication for
children (McQuain, 2019). “Challenging” behavior is typically the result of a lack of knowledge or
skills, developmental stage, unmet needs, and, or, an aspect in the environment that is hindering
the child (lack of fit). Our thoughtful implementation of developmentally appropriate practice is
intended to meet children’s unique needs and teach social and emotional skills.
PREVENTING “CHALLENGING” BEHAVIOR CONTINUED…
We foster children’s success by:
• Setting up our classrooms with low staff to child ratios to foster development of secure
and supportive relationships between children and their caregivers;
• Offering a variety of materials and activities that provide opportunities to exercise
autonomy, and as such, experience success and become intrinsically motivated;
• Instituting, and consistently enforcing, easy to understand limits in warm and caring
ways to promote their ability to self-regulate;
• Hiring qualified staff who consider and react to children with insight, sensitivity and skill
(Bright Horizons Family Solutions, 2019);
• Scheduling our staff to support consistency in the classroom; and,
• Providing ongoing training of all staff.
8.3 Child Guidance and Discipline Strategies
All staff must interact with children positively and in accordance with these guidelines. If
staff have questions, they should collaborate with colleagues and meet with administrators who
are happy and eager to clarify, explain, and help apply appropriate discipline strategies.
Positive and appropriate techniques for setting limits and guiding children include:
Logical consequences are reasonable, respectful, relatable, effective, and helpful. Enforcing
positive child guidance through logical consequences:(a) specifically addresses the specific
challenge the child is experiencing as well as the behavior associated with it; (b) is impactful to
the child; (c) exemplifies respect and kindness – not shame; (d) sets reasonable limits in warm
and understanding ways; and, (e) is effective and helpful to the child and caregiver, not just
enforced because there “has to be a consequence.” Logical consequences with children involved
in deciding the consequences gives children context to the behavior and an opportunity to
exercise their autonomy.
Natural consequences within safe bounds are similar to logical consequences. The difference
is the application. When logical consequences are implemented, the caregiver plays a critical
role in determining the related consequence. With natural consequences, the caregiver is still
responsive and caring toward the child, but the effect of their action produces a consequence
that naturally occurs and cannot be altered. For example, the rule is that children must wear
helmets. However, “Johnny” decides he does not want to wear one. Later in the day he slips off
his bicycle and scrapes his cheek on the ground – this is a natural consequence of his behavior.
When/Then Statements are a simple, yet incredibly effective, child guidance tool and strategy.
These statements allow children to make a positive choice accompanied by a positive result.
For example, “Johnny” wants to go outside to play in the fresh snow. However, he does not want
to put his boots on to go outside and insists on playing in the snow barefoot. You may say, “I
understand that you do not want to wear shoes. I also love to walk around when I am not
wearing shoes. But it is very cold outside, so we must wear our shoes to stay warm.” Listen to
the child’s response, and then pose the “when/then” statement: “When you put your boots on,
we will go outside to play in the snow.”
“I” Messages are also an effective child guidance strategy. “I” Messages allow parents to
express their feelings and concerns in warm and respectful ways. They are genuine and kind
statements directed to children regarding a challenge. Expressing honest feelings through “I”
messages creates a strong bond between the child and caregiver. Adults support children’s
development of self-regulatory strategies, language skills, and empathy by modeling this
strategy. A simple example is: “I got hurt when you kicked me in the leg. I am sad about this. I
do not like when I get hurt. I do like when I get hugs.”
Positively-stated Directions focus on what the caregiver is hoping the child does, rather than
what he/she should not do (McQuain, 2019). Positively-stated directions are also based on real
choices the child can choose between. For example, saying “Which shoes would you like to
wear?” rather than, “Do you want to help me find some shoes for you to wear?”
We recommend families and staff consider applying encouraging phrases similar to the following in
their interactions with children:
• I value our relationship, I care about you, or you belong here;
• I believe in your abilities or trust yourself, you can do what you believe you can do;
• I hear you, help me understand how you are feeling;
• You are important to me, and everyone here;
• You can tell me how you are feeling, and I will try to help;
• I am learning with you, or “It's okay to make mistakes. I make them too. How can we fix
them?” (MATAA Center, 2019)
Negative and inappropriate child guidance causes hurt and damage to children. We take a bold
stance against all inappropriate methods of child guidance. These include, but are not limited to,
illogical consequences; time-outs; sarcastic and disregarding responses; unjustly withholding play-
time; associating discipline with academic performance, food, toileting, or rest; calling out a child in
front of everyone purposefully; threatening a child; or withholding affection and concern.
UNDER NO CIRCUMSTANCE SHOULD CHILDREN EVER BE DEMEANED, SCARED, SHAMED,
EMBARRASSED, OR SUBJECTED TO ANY FORM OF EMOTIONAL, MENTAL, OR PHYSICAL HARM BY
STAFF OR FAMILY MEMBERS.
Harmful practices include, but are not limited to:
• Ignoring, ridiculing, or yelling at children;
• Making children do as you say through coercive and negative communication tactics;
• Corporal punishment, or threatening to inflict corporal punishment, such as hitting,
pushing, spanking, shaking, pinching, or harming children in any way;
• Expecting a child to stay completely quiet or inactive;
• Using punitive, disrespectful, or profane language when speaking to children; and,
• Employing any other physiologically or physically harmful practices (Click et al., 2014).
ALL STAFF ARE EXPECTED TO BEHAVE APPROPRIATELY AND PROFESSIONALLY. ANY STAFF
BEHAVIOR DEEMED HARMFUL TO CHILDREN IS CONSIDERED UNACCEPTABLE AND COULD BE
GROUNDS FOR IMMEDIATE TERMINATION.

SECTION 9: CHILD ABUSE PREVENTION & POLICIES
9.1 Definitions of Child Abuse and Neglect
PHYSICAL ABUSE occurs when parents or caregivers treat children in a way that causes injury in a
physical sense despite the caregiver’s intention (Peterson, 2018, “Physical Abuse”). Physical abuse
should be may be suspected if a child exhibits evidence of:
• Burns, including places that would not typically be expected from accidental burns (e.g.,
buttocks, shoulder blades, stomach, armpits, etc.);
• Linear marking from being abused by straps, ropes, belts, or electrical cords;
• Bruising, including but not limited to, a variety of “bruises with different colors indicating
various stages of healing, or bruises on various parts of the body,” including genitalia;
• Lacerations, which are wounds that occur in multiple or in inconspicuous places. “Mouth
lacerations, for instance, may indicate a bottle nipple has been jammed into the baby’s mouth;
and, or,
• Fractures: any fracture seen on an infant under 12 months should be cause for suspicion (Click
et al., 2014, p. 388).
PHYSICAL NEGLECT is a subset of physical abuse and should be taken seriously. “Physical neglect
can be suspected when:
• There are unsanitary conditions in the home or childcare site.
• There is inadequate heat or there are potentially unsafe conditions.
• Food is inadequate or not sufficiently nutritious.
• The child lacks proper clothing for the weather, or clothing is unclean.
• The child lacks proper medical or dental care.
• A young child is left at home or unsupervised for any period of time” (Click et al., 2014, p. 389).
EMOTIONAL ABUSE is “maltreatment which results in impaired psychological growth and

development. It involves words, actions, and indifference. Abusers constantly reject, ignore,
belittle, dominate, and criticize the victims. This form of abuse may occur with or without physical
abuse, but there is often an overlap. Examples of emotional child abuse include:
• Verbal abuse;
• Excessive demands on a child’s performance;
EMOTIONAL ABUSE CONTINUED…
• Penalizing a child for positive, normal behavior (smiling, mobility, exploration, vocalization,
manipulation of objects);
• Discouraging caregiver and infant attachment;
• Penalizing a child for demonstrating signs of positive self-esteem;
• Penalizing a child for using interpersonal skills needed for adequate performance in school and
peer groups; and,
• Frequently exposing children to family violence; and,
• An unwillingness or inability to provide affection or stimulation for the child in the course of
daily care” (Prevent Child Abuse America, 2019, “Fact Sheet: Emotional Child Abuse”).
“The extent, the frequency, or the duration of the behavior should alert an observer. Abuse might
be suspected if any of the following behaviors continues for a long period of time of is the only way
a child behaves:
• The child is withdrawn, depressed, or apathetic.
• The child ‘acts out’ or is often disruptive.
• The child is overly rigid, is afraid to misbehave, or fails to do what is expected.
• The child shows signs of emotional disturbance, such as repetitive movements or lack of verbal
or physical communication with others.
Children sometimes reveal emotional abuse when they comment on their own behavior. They may
say ‘my mommy tells me I’m bad’ or ‘my daddy says I can’t do anything right.’ It is important to
listen and take the child seriously” (Click et al., 2014, p. 389).
EMOTIONAL DEPRIVATION is hard to pinpoint, but a caregiver should think about it being a
possibility if a child:
• Will not eat, or only eats a miniscule amount;
• Is unable to meet basic developmental milestones such as walking and talking;
• Is overly fearful, aggressive, antisocial, withdrawn, or sad;
• Does not respond to others;
• Constantly seeks out attention and response for any adult, regardless of whether or not they
are a stranger (Click, et al., 2014).

SEXUAL ABUSE is a form of abuse that can be kept hidden for a long period of time. Often abusers
threaten or solicit fear in the child to cause them to not speak of it. Children typically do not have
the words to tell others exactly what transpired and sometimes they even feel guilt and remorse.
Any interaction between a child and an adult (or another child) in which the child is used
for the sexual stimulation of the perpetrator or an observer. Sexual abuse can include both
touching and non-touching behaviors. Non-touching behaviors can include voyeurism
(trying to look at a child’s naked body), exhibitionism, or exposing the child to pornography.
Children of all ages, races, ethnicities, and economic backgrounds may experience sexual
abuse. Child sexual abuse affects both girls and boys in all kinds of neighborhoods and
communities. (Peterson, 2018, “Sexual Abuse”)
There is a cause for suspicion if a child exhibits any of the following:
• Bruising or inflammation of the anus or genitalia;
• Blood in the child’s underwear;
• Proof of unusual interest and awareness of sexual activity in young children (e.g., playing out
sexual scenes in dramatic play);
• Seductiveness from the child toward adults;
• Fear in the child when asked to talk about it; or
• Suspicion of other forms of abuse (Click et al., 2014).
9.2 IDAHO CHILD PROTECTIVE ACT
All definitions, explanations and other additional information detailed in the section of
this program’s handbook have been obtained directly from Idaho law and legislature.
16-1602 Definitions.
Abuse: Any case in which a child has been the victim of: (a) Conduct or omission resulting in skin
bruising, bleeding, malnutrition, burns, fracture of any bone, subdural hematoma, soft tissue
swelling, failure to thrive or death, and such condition or death is not justifiably explained, or
where the history given concerning such condition or death is at variance with the degree or type
of such condition or death, or the circumstances indicate that such condition or death may not be
the product of an accidental occurrence; or (b) Sexual conduct, including rape, molestation, incest,
prostitution, obscene or pornographic photographing, filming or depiction for commercial
purposes, human trafficking as defined in section 18-8602, Idaho Code, or other similar forms of
sexual exploitation harming or threatening the child’s health or welfare or mental injury to the
child.
Abandonment: Failure of the parent to maintain a normal parental relationship with his child
including, but not limited to, reasonable support or regular personal contact. Failure to maintain
this relationship without just cause for a period of one year shall constitute prima facie evidence of
abandonment.
Neglected: A child: (a) Who is without proper parental care and control, or subsistence, medical or
other care or control necessary for his well-being because of the conduct or omission of his
parents, guardian or other custodian or their neglect or refusal to provide them; however, no child
whose parent or guardian chooses for such child treatment by prayers through spiritual means
alone in lieu of medical treatment shall be deemed for that reason alone to be neglected or lack
parental care necessary for his health and well-being, but this subsection shall not prevent the
court from acting pursuant to section 16-1627, Idaho Code; or (b) Whose parents, guardian or
other custodian are unable to discharge their responsibilities to and for the child and, as a result of
such inability, the child lacks the parental care necessary for his health, safety or well-being; or (c)
Who has been placed for care or adoption in violation of law; or (d) Who is without proper
education because of the failure to comply with section 33-202, Idaho Code.
16-1605 REPORTING OF ABUSE, ABANDONMENT OR NEGLECT.

Any physician, resident on a hospital staff, intern, nurse, coroner, school teacher, day care
personnel, social worker, or other person having reason to believe that a child under the
age of eighteen (18) years has been abused, abandoned or neglected or who observes the child
being subjected to conditions or circumstances that would reasonably result in abuse,
abandonment or neglect shall report or cause to be reported within twenty-four (24) hours such
conditions or circumstances to the proper law enforcement agency or the department. The
department shall be informed by law enforcement of any report made directly to it. If the
department knows or has reason to know that an adult in the home has been convicted of lewd and
lascivious conduct or felony injury to a child in the past or that the child has been removed from
the home for circumstances that resulted in a conviction for lewd and lascivious conduct or felony
injury to a child, then the department shall investigate. When the attendance of a physician,
resident, intern, nurse, day care worker, or social worker is pursuant to the performance of
services as a member of the staff of a hospital or similar institution, he shall notify the person in
charge of the institution or his designated delegate who shall make the necessary reports.

9.3 Risk Factors
Adults are more likely to abuse children and others around them when they themselves
experienced the following:
• Isolation as a child;
• Abuse committed by someone else to themselves;
• Addiction and drug use;
• Early and young parenthood responsibilities; and,
• Other prior experiences with domestic violence (Click et al., 2014).
9.4 Steps for Prevention

We want parents and family members to feel supported. We consciously make an effort to prevent
the occurrence of child abuse by:
• Hiring qualified staff based on thorough experience, screening, and the quality of their
references;
• Providing families with parenting education and suggestions about how to effectively manage
the stresses and pressures they experience inside and outside of the home;
• Implementing new hire mentorship programs and specified training about how to
appropriately and gently address the signs, evidence, and reporting of child abuse with
children, families, administrators, colleagues, and other parties involved;
• Creating, updating, exemplifying, and adhering to well-defined personnel policies about what is
and is not appropriate child guidance (see our Child Guidance and Discipline Policies and
Procedures); and,
• Educating children on appropriate and inappropriate behaviors between adult and children
and how exactly they can communicate any occurrences with trusted adults (Click et al., 2014).
9.5 Identifying, Processing, and Reporting Abuse
Identifying: Recognizing the signs of abuse, as clearly stated in the definitions composed in this
section of the handbook, is the first step to identifying abuse. Keep documentation and reporting
any sign of abuse within twenty-four hours is essential (Click et al., 2014). All staff are trained to
recognize and act immediately to maintain the welfare of children.
Processing: Working through the emotions of reporting abuse can be a challenged and daunting
task. The administration fully supports employees through this process by providing them
concrete support and validation. We acknowledge their dedication to keeping children safe and
will do what it takes to manifest that acknowledgement.
Reporting: When reporting abuse, caregivers or administrators will call child protective services
or the police department. They will need to report the following information:
• Child’s name, address, and age;
• Where the child is at the present time;
• Observations and descriptions of the injuries;
• Information that led the director or teacher to believe abuse has occurred; and,
• Parent’s names and address(s) (Click et al., 2014, pp. 390-392).
The Administration is ready and will offer concrete support during this difficult experience for the
employee.

SECTION 10: HEALTH AND SAFETY
Creating and enforcing measures that ensure a safe and healthy physical environment for
the families and children we serve is one of our top priorities. We address and prevent hazards,
risk, and unsafe practices through strict adherence to the guidelines outlined in Caring for Our
Children: National Health and Safety Performance Standards [CFOC], a joint collaborative project of
the American Academy of Pediatrics [AAP], American Public Health Association [APHA], and
National Resource Center for Health and Safety in Child Care and Early Education [NRC] (2019).
For more information, you can visit: www.nrckids.org/CFOC
10.1 Drop Off and Pick Up
Our drop off and pick up policies support the relationship between parents and children, as
well as the development of positive associations between children and their caregivers (AAP et al.,
2019). We have a great opportunity to participate in meaningful communication and positively
impact the lives of families by engaging in regular communication with family members, parents,
and, or, guardians during drop off and pick up times! Staff members greet and say goodbye to both
parents and children. Doing this in a warm and caring way supports the development of positive
relationships between families and staff. Employees make eye contact, greet, and send off parents
and children by name; smile and enthusiastically welcome and send off each child; ask the parent,
or guardian, about their days and how they and their child are doing; and, talk with
parents/guardians about their child’s positive experiences at school (AAP et al., 2019).
Drop Off: Drop off is a special time when parents formally transfer responsibility for their
children to us (AAP et al., 2019). Our employees treat it with the care and attention it deserves. (1)
Parents will bring children into our center and sign them in through our electronic sign in system.
(2) All parents and/or guardians must physically drop off their child in their designated classroom
(AAP et al., 2019). At no time should a child be left in any area, inside or outside, of the center
unattended (AAP et al., 2019). (3) Staff members assist in helping ease the separation process
between children and primary caregivers. Some possible methods include giving the child their
comfort toy, affection, or redirection to an activity of their interest. (4) Staff members encourage
and support parents if they desire to stay and help their child transition to their classroom. (5)
Caregivers respectfully educate parents on their importance of saying goodbye to their child before
they leave the center (AAP et al., 2019). (6) Staff members must check in the child who has arrived
into Kid Reports, and quickly review the relevant information about their day up until their arrival
(Kid Reports will be expounded upon in a following section of this handbook).
DROP OFF AND PICK UP CONTINUED…
Pick Up: The administration and staff must be made aware of the names, addresses, and
telephone numbers of those authorized to take a child out of the facility (AAP et al., 2019).
Documentation of custody issues and, or, court orders are to be provided and located in children’s
files (AAP et al., 2019). Picking up children involves the following: (1) A parent, or authorized
person, picking up a child from the center must sign the child out in the electronic system, or speak
with a director to have them manually sign the child out; and, (2) the person picking up will
physically enter their child’s classroom to pick up the child (AAP et al., 2019). Staff ensure smooth
and organized pick up by:
• Being aware of who comes in to the classroom, acknowledging them kindly, helping them
immediately locate their child, updating them on events of the day, and handing them their
child’s handwritten daily sheet;
• Collecting and preparing children’s personal belongings to be taken home; and,
• Ensuring children are dressed, wearing clean diapers, have shoes on, and are being
adequately supervised (AAP et al., 2019).
After hours of operation: In the event a child is not picked up and administrators cannot
get in touch with parents or emergency contacts from the child’s file, staff will adhere to the
following procedure (AAP et al., 2019). (1) The child will remain with two caregivers until closing
or staff can no longer care for the child (AAP et al., 2019). Then, (2) Staff will contact the local child
protection agency and may call 1-800-CHILDREN (AAP et al., 2019). (3) A full written report of the
incident is recorded, documented, and filed (AAP et al., 2019).
Unauthorized adults: To ensure safety, under no circumstance will a child be allowed to
depart from the center with any person(s) not authorized by the parent and/or guardian (AAP et
al., 2019). Written consent is always necessary – phone calls are not accepted as a viable form of
consent. A list of authorized people in the child’s file is required and referred to in case of an
emergency (AAP et al., 2019). If an unauthorized individual attempts to pick a child up without the
facility receiving prior communication with the parent/guardian, the parent/guardian is contacted
immediately and privately (AAP et al., 2019). If the information given by the parent/guardian is not
consistent with the identification of the unauthorized individual, the child will not leave the
premises (AAP et al., 2019).

HEALTH PROMOTION AND PREVENTION
10.2 Medication Administration
All medications given to children must be authorized prior to their administration (AAP et
al., 2019). Medications require a signed permission form from the parent or guardian, and
sometimes a doctor’s note (AAP et al., 2019). All medications must be in their original containers
and labeled with the following information:
• Child’s name;
• Expiration date;
• Medical need;
• Relevant and specific warnings for use;
• Name, strength, and proper dosage; and,
• Instructions for administration, storage, and disposal (AAP et al., 2019).
Prescription medications must also be labeled with information such as:
• The date the prescription was filled; and
• Name and contact information of the prescribing health professional (AAP et al., 2019).
Caregivers must document the time medicine is administered, along with an explanation that
medicine was administered as prescribed (AAP et al., 2019). Staff may never administer medication
prescribed for one child to another child (AAP et al., 2019). All medications must have child-resistant
caps and be stored at the proper temperature, away from food, in a place that is inaccessible to
children. In the case that a medication does not have a child-resistant cap, the medication will be
returned to the child’s parent or guardian, who will need to provide medication in a container that
meets the specified safety standard.
10.3 Inclusion of Children with Special Health Care Needs and Disabilities
All children are welcome at our center. We put 110% into accommodating children with
special health care needs and, or, disabilities. Our inclusive classrooms are created with
accommodations already in place for to meet the needs of all children, including children with
unique health care needs and, or, disabilities. Upon enrollment, parents/guardians fill out
paperwork detailing their child’s developmental stage, interests, personality, and more. Part of the
paperwork includes a form for requesting accommodations. Our highly trained staff members are
qualified to meet most necessary accommodations. In the event a teacher is not familiar with a
particular situation, we solicit the help of other professionals in our community who are versed in
INCLUSION OF CHILDREN CONTINUED…
the nature of the situation. We consult with childcare health consultants, parents/guardians, and
other professionals to create individualized plans for the child’s success (AAP et al., 2019). Our
administrators are flexible and make arrangements that help everyone involved succeed. For
example, administrators may hire additional staff to accommodate the individual needs of the
children or lower child to staff ratios all together (AAP et al., 2019). We desire our families and
children to feel the joy that comes from participation in our program. We are ready to make the
accommodations necessary to ensure just that.
10.4 Controlling Infectious Diseases
Children who attend childcare centers are around many other children for the majority of
the day. Many children means many possibilities for catching colds, viruses, and other illnesses.
Our caring teachers positively take on the responsibility of teaching proper hygiene and
maintaining environmental sanitation day in and day out. They spend time teaching hygiene
etiquette and maintaining the healthiest environment possible. However, NO amount of cleaning
and sanitizing can undo the effect of a child’s sneeze or cough directly on another child. Young
children are not yet versed in hand hygiene and other important health practices, so naturally they
are more susceptible to the germs, viruses, and other mechanisms of infectious diseases; which are
usually spread either through direct or indirect contact with their classmates (AAP et al., 2019).
Playing with toys another child sneezed or coughed on, or placing classroom items in their mouths
are a couple of ways illness is spread through indirect contact between young children (AAP et al.,
2019). Sicknesses are spread through direct contact when children sneeze and/or cough directly
on other children (AAP et al., 2019).
10.5 Immunization
10.5.1 Childhood Immunization: All parents/guardians must provide their child’s
immunization record. Immunizations must be in accordance with the recommended schedule for
immunizations as stated by the Advisory Committee on Immunization Practices (ACIP) of the
Centers for Disease Control and Prevention (CDC), American Academy of Family Physicians
(AAFP), and AAP (AAP et al., 2019). For more information on recommended child and adolescent
immunizations you can speak with your child’s pediatrician and refer to the following resources:
• The Immunization Action Coalition (www.immunize.org/cdc/schedules/)
• The Center for Disease Control (www.cdc.gov/vaccines/vpd/vaccines-age.html)

CHILDHOOD IMMUNIZATION CONTINUED…
Young children are one of the most vulnerable populations when it comes to disease and illness.
According to the U.S. Department of Health and Human Services (2017), recommended vaccines
safeguard young children against potentially life-threatening diseases. We want to support the
optimal well-being and health of our program’s participants; therefore, children who are not up-to-
date on immunizations are to receive them as soon as reasonably possible (AAP et al., 2019).
Children are not permitted to attend until the Center has proof of an appointment to receive any
necessary vaccinations (AAP et al., 2019). For more information regarding the safety of childhood
immunization, please visit:
• Centers for Disease Control and Prevention’s website at www.CDC.gov/vaccines
• The National Network for Immunization Information’s website at
www.immunizationinfo.org
• Or, the American Academy of Pediatrics’ website at www.AAP.org/immunization
Unimmunized Children: If a child is not immunized, their parent/guardian must provide
documentation of exemption (AAP et al., 2019). If lack of immunization is because of health
reasons, a licensed medical doctor must confirm – for religious or personal reasons,
parents/guardians must provide signed and notarized legal documentation of exemption (AAP et
al., 2019). Unvaccinated children we be excluded from participating in center activities in the event
of an outbreak related to vaccine-preventable disease. This policy is for the well-being of
themselves, and those around them. Children unimmunized, or underimmunized, are much more
vulnerable and at risk of acquiring the said disease and could, in turn, suffer devastating illness and
life-threatening consequences, even death (AAP et al., 2019). Regarding the idea that autism can
result from immunization, there has yet to been a sound, research-based, publication created in
support of this belief (AAP et al., 2019).
10.5.2 Staff Immunization: All staff must provide a record of immunization that is in
accordance with the recommended schedule for immunizations, developed by the ACIP of the CDC
(AAP et al., 2019). Prior to working with children, adults must have received the Tdap vaccination
(AAP et al., 2019). In addition, the Center must have the results of a negative Tuberculosis Skin
Test (TST) on file (AAP et al., 2019). In the rare case a staff member’s TST is positive,
accompanying medical documentation stating the reason their test was positive (confirming they
do not have Tuberculosis) must be provided (AAP et al., 2019). If a member of our staff has not
STAFF IMMUNIZATION CONTINUED…
been immunized because of medical, religious, or personal reasons, the Center must receive
documentation of exemption. As with unimmunized children, unimmunized staff will be excluded
from working in the event of an outbreak related to a vaccine-preventable disease. The said staff
member will not be in jeopardy of losing their job position.
10.6 Pets and Animals
We love our pets! Having pets and animals in our classrooms, and on our property outside,
teaches the children life skills such as self-control and responsibility and, in turn, supports their
development of positive self-concept and self-esteem. To reduce the likelihood of disease and
sickness, we have put into place the following safety measures, detailed in the CFOC Online
Database, regarding pets and animals on the premises:
• All animals must be trained to be around young children, cleared by a veterinarian, up-to-
date on all immunizations, actively receiving parasitic treatment control for preventing of
parasites, in good health, and show no evidence of disease, fleas or ticks;
• Food, beverages, toys, pacifiers, cups, or infant bottles are prohibited in animal areas;
• Animals must be within a “barrier” while being fed in order to allow children the
opportunity to observe the animals eating in a safe way. Animal food dishes are not be
accessible to children;
• All children and caregivers/teachers who handle animals or animal-related equipment (e.g.,
leashes, dishes, toys, etc.) must wash hands directly after;
• Uncaged animals (e.g. dogs or cats) must wear a proper collar, harness, and/or leash and
the adult responsible must stay with the animal at all times; and,
• Immunocompromised children, such as children with organ transplants, human
immunodeficiency virus (HIV), acquired immunodeficiency syndrome (AIDS), or currently
receiving cancer chemotherapy or radiation therapy, and/or children with allergies, have an
individualized health care plan in place that specifies if there are precautionary measures to
be taken before the child has direct or indirect contact with animals or equipment (AAP et
al., 2019).
Caregivers are responsible for: (a) Planning carefully when an animal visits facility or lives at the
facility, and when visiting a zoo or local pet store; (b) supervising and teaching children how to
treat animals in humane and safe ways, such as not provoking or startling animals; and, (c)
removing children if the animal shows signs of distress (e.g., growling, baring teeth, tail down, ears
back) or if the child treats the animal inappropriately and is unresponsive to redirection (AAP et
al., 2019).
PETS AND ANIMALS CONTINUED…
We have these policies and procedures for a variety of reasons which include, but are not limited
to: (1) the risk of injury, infection, and aggravation of allergy from contact between children and
animals is significant; (2) a variety of illnesses can be transmitted to humans through interactions
with animals; (3) children who are allergic experience symptoms around animals related to their
allergy; (4) animals taken out of their typical environment tend to experience stress that could
result in aggression or attempts to escape; (5) leashes, collars, and other control devices allow
caregivers to react quickly, in turn preventing harm to children or escape of the animal; and,
immunocomprised children are more susceptible to disease so these health policies not only
support the overall health of our program’s participants, they also support an inclusive
environment which most children are able to participate in (AAP et al., 2019).
INDOOR SAFETY
10.7 Supervision and Care
We maintain safe indoor classroom environments by maintaining low child to staff ratios. We
adhere to the national health and safety guidelines for childcare centers stated in the CFOC
Database (2019).
We agree with and reaffirm their statements of rationale:
• Children benefit from social interactions with peers; however, larger groups are generally
associated with less positive interactions and developmental outcomes;
• Small group size and ratios of children to adults allow for one on one interaction and consistent
caregiving;
• Studies have found children in groups that comply with the recommended ratio receive more
sensitive and appropriate caregiving and score higher on developmental assessments,
particularly in vocabulary;
• Direct, warm, social interaction between adults and children is more common and likely with
lower child to staff ratios;
• In child care, children are not from the same family and must learn a set of common rules that
may differ from expectations in their own homes;
• Low child to staff ratios support infant development and caregiving quality improves; for
children over 3-years-old, small group sizes allow children to have continuing adult support and
guidance while encouraging independent, self-initiated play and other activities; and,
• Low child to staff ratios keep staff and children’s stress below levels low (AAP et al., 2019).
Our Story Early Learning Ratio & Group Size Standards

- Created Based on CFOC National Health and Safety Standards for Childcare -
AGE GROUP CHILD:STAFF RATIO GROUP SIZE
3 to 18 months 3:1 6
16 to 30 months 4:1 8
2 years, 4 months to 3 ½ years old 5:1 10
Prekindergarten 8:1 16
Kindergarten 8:1 16
1st to 3rd grade 10:1 20
4th to 5th grade 12:1 24

10.7.1 Naptime Supervision and Care
A. Birth to 35 months: Child to staff ratios are maintained at all times regardless of how many
infants and toddlers are sleeping, even during teachers’ break times (AAP et al., 2019).
B. 35 months and older: Two adults are physically present in the same room as the children, at all
times, and the maximum group size is upheld. When a child wakes up, that child is moved to the
common area where there are caregivers to supervise and engage them in stimulating activities
until their peers wake up.
C. Mixed Ages: For children over 24 months old, child to staff ratio and group size is consistent
with the age of the youngest child in the room. When children under 24 months old are in a mixed
age group, the child to staff ratio and group size is consistent with the ratio and group size
indicated for infants (≤ 12 months).
10.8 Pest Management

We have adopted an integrated pest management program (AAP et al., 2019). We maintain
sanitary conditions in our child care center by “eliminating pest breeding areas, filling in cracks
and crevices; holes in walls, floors, ceilings and water leads; repairing water damage; and removing
clutter and rubbish on the premises” (AAP et al., 2019). We regularly monitor pest population and
keep records of pest sightings and indicators of pests (e.g., gnaw marks, rub marks, etc.).This
approach prevents pest infestations and their associated health concerns, and supports:
Long-term, environmentally sound pest suppression through a range of practices including pest
exclusion, sanitation and clutter control, and elimination of conditions that are conducive to
pest infestations. IPM is a simple, common-sense approach to pest management that eliminates
the root causes of pest problems, providing safe and effective control of insects, weeds, rodents,
and other pests while minimizing risks to human health and the environment. If physical
intervention fails to prevent pest infestations, targeted, rather than broadcast applications of
pesticides are made, beginning with the products that pose least exposure hazard first, and
always using a pesticide applicator who has the licenses or certifications required by (our) state
and local laws (AAP et al., 2019).
10.9 Separation of Rooms
In order to keep children safe, rooms used for purposes other than caring for children will be
protected and inaccessible to children. These rooms include:
• Kitchen;
• Boiler room;
• Janitor closet/storage areas for cleaning products, pesticides, and other chemicals;
• Laundry and laundering supplies;
• Flammable or combustible storage; and,
• The area in which medications are stored (AAP et al., 2019).
All rooms that contain flammable or combustible items are shielded with fire-resistant barriers (AAP et
al., 2019). Every room is in accordance with the Fire Code (AAP et al., 2019). At no time will children
ever need to pass through the hazardous areas to reach where they are going. This policy seems like
common sense, but in actuality is incredibly critical to outline. Maintaining proper separation of safe vs.
unsafe areas gives clear and understandable expectations for all staff members, families, and children
and in turn prevents injuries and illnesses, as well as cross-contamination that could lead to illnesses
(AAP et al., 2019).
10.10 Classroom Space
All of our classrooms are sufficiently large enough to support each child’s freedom of
movement. Their size also supports our ability to use it in a variety of ways throughout the day. Our
classrooms are used for playing, eating, napping, and bonding! In order to ensure we provide the space
necessary for all children, staff, and families to fully participate, we adhere to the following classroom
guidelines:
• Classrooms allow ample space for defined areas for activity exploration and investigation;
• Classrooms meet all required AND recommended building requirements for early childcare
centers; and,
• Curriculum is implemented at thoughtful times in the day to allow enough room for all children
to participate (AAP et al., 2019).
Adhering to these guidelines not only keeps all of our program participants safe, it also keeps the
atmosphere of the classroom calm and supportive for optimal learning and engagement.

10.10.1 Space per Child: We have built our program from the ground up to create supportive and
enriching classroom environments; and, minimize injury and the spread of illness. The floor plan and
square footage of our facility exceeds the national recommendations of 50 square feet per child (AAP et
al., 2019). Our facility was intentionally constructed to allow for 65 square feet per child in the
classroom. And, the calculation of this square footage disregards space designated for
• Circulation (e.g. walkways around the activity area);
• Classroom support (e.g. staff work areas and activity equipment storage that may be adjacent to
the activity area);
• Furniture (e.g. bookcases, sofas, lofts, block corners, tables and chairs); and,
• Center support (e.g. administrative office, washrooms, etc.). (AAP et al., 2019)
We have placed such a high priority on ensuring ample space in our classrooms for the following
reasons specifically outlined by the CFOC: Standards Database (2019). Our intention is to:
• Provide an environment that supports full integration of curriculum and our program’s
framework;
• Build secure and supportive child-staff relationships by preventing possible stress that could
occur if the classroom was so small that crowding became an issue;
• Provide a beautiful and spacious child care center that supports all domains of children’s
development;
• Support and provide equal opportunities for participation to children with special health care
needs and accommodate our group sizes and staff-to-child ratios (AAP et al., 2019).
OUTDOOR SAFETY
10.11 Weather Guidelines
To ensure the optimal health and safety of children, we follow the following guidelines for outdoor
play:
• “Caregivers protect children from harm caused by adverse weather, ensuring that children
wear appropriate clothing and appropriate shelter is provided for the weather conditions”
(AAP et al., 2019).
• “Outdoor play for infants may include riding in a carriage or stroller; however, infants
should be offered opportunities for gross motor play outdoors, as well. Weather that poses a
significant health risk should include wind chill factor at or below minus 15°F and heat
index at or above 90°F, as identified by the National Weather Service (NWS)” (AAP et al.,
2019).
Warm and Sunny Weather: During warm and sunny weather, children are protected from the
negative implications of the sun by (a) having opportunities to play in shaded areas, (b) wearing
sun-protective clothing/hats, (c) applying sunscreen with UVB-ray and UVA-ray protection of SPF
15 or higher (with parent/guardian permission), especially between 10:00 a.m. and 4:00 p.m.; (d)
being adequately hydrated before engaging in long periods of physical activity; (e) encouraged to
drink from their water bottles; and, (f) dressed in lightweight clothing (AAP et al., 2019). On hot
days, “infants receiving human milk in a bottle can be given additional human milk in a bottle but
should not be given water, especially in the first six months of life. Infants receiving formula and
water can be given additional formula in a bottle” (AAP et al., 2019).
Cold and Adverse Weather: We adhere to the following guidelines during cold and adverse
weather conditions. Children (a) are dressed by parents/guardians in layers for comfortable
indoor and outdoor participation; (b) wear warm, water-repellant coats and hats, gloves, and
mittens that are snug and fit properly; and (c) are checked by caregivers, at least every 15 minutes,
to ensure they are warm and their extremities are of a normal color” (AAP et al., 2019).
Hazardous Outdoor Weather: We adhere to the following guidelines during hazardous
outdoor weather conditions. When conditions are so cold that they pose risk of frostbite, or are so
unbearably hot or humid, that they pose risk of heat-related illness, children do not go outdoors
(AAP et al, 2019). We routinely check the NWS for current information on weather, warnings, and

HAZARDOUS OUTDOOR WEATHER CONTINUED…
hazardous or life-threatening conditions (AAP et al., 2019). We refer to their color-coded guides for
determining whether or not it is safe and comfortable for children to play outside (AAP et al., 2019).
These guides also solicit information about weather that requires caution and weather that is
dangerous (AAP et al., 2019). You can access more information at:
• http://www.nws.noaa.gov/om/windchill/index.shtml for wind chill; and,
• http://www.nws.noaa.gov/om/heat/index.shtml for the heat index
We consider and take into account exceptional circumstances of children. For example, children
with severe asthma who are more likely to have an asthma attack when outdoor in cold weather,
will be offered scarves to prevent an extensive reaction (AAP et al, 2019). “All children with
asthma can safely play outdoors as long as their asthma is well controlled” (AAP et al, 2019).
10.12 Sun Safety
We implement the following guidelines, specifically stated in the CFOC Online Database (2019),
during sun exposure to ensure our staff and children’s optimal health and safety. Caregivers and,
or, children:
• Keep infants younger than six months out of direct sunlight and find shade under trees,
umbrellas, or stroller canopies;
• Put hats or caps on with wide brims that face forward to shield children’s faces;
• Limit sun exposure between 10:00 a.m. and 4:00 p.m., when UV rays are strongest;
• Wear child safe shatter resistant sunglasses with at least 99% UV protection; and,
• Apply sunscreen 30 minutes prior to playing outside on themselves and children, especially
from May to September, even on cloudy or seemingly “cold” days (AAP et al, 2019).
Levels of Health Concern According to the Air Quality Index (AQI)
HEALTH LEVEL AQI SCORE DESCRIPTION

“Good” 0-50 “Air quality is considered satisfactory, and air pollution poses
little or no risk” (AAP et al., 2019).
“Moderate” 51-100 “Air quality is acceptable, however, for some pollutants there
may be a moderate health concern for a very small number of
people” (AAP et al., 2019).
“Unhealthy 101-150 “Although the general public is not likely to be affected at this
for Sensitive AQI range, people with heart and lung disease, older adults,
Groups” and children are at a greater risk from exposure to ozone and
the presence of particles in the air” (AAP et al., 2019).
“Unhealthy” 151-200 “Everyone may begin to experience some adverse health
effects, and members of the sensitive groups may experience
more serious effects” (AAP et al., 2019).
“Very Unhealthy” 201-300 “This would trigger a health alert signifying that everyone
may experience more serious health effects” (AAP et al.,
2019).
“Hazardous” 300+ “This would trigger a health warning of emergency
conditions. The entire population is more likely to be
affected” (AAP et al., 2019).
10.13 Outdoor Air Quality

“Our staff members check the air quality index (AQI) every day and use the information to
determine whether all or only certain children should be allowed to play outdoors” (AAP et al,
2019). We do our absolute best to protect the children we serve from the harm and negative
implications of unhealthy and dangerous air pollution: “Air pollution can contribute to acute
asthma attacks in sensitive children and, over multiple years of exposure, can contribute to
permanent decreased lung size and function. The federal Clean Air Act requires that the
Environmental Protection Agency (EPA) establish ambient air quality health standards” (AAP et al,
2019). We stay up-to-date with the Idaho Department of Health and Welfare to monitor weather
and air quality.

10.14 Transportation and Travel
Child to staff ratios are maintained at all times, including during transportation and travel.
The staff member driving the car is not included in the child to staff ratio (AAP et al., 2019). This
way, staff who drive center vehicles are able to focus entirely on driving tasks since child:staff ratio
is maintained outside of themselves. At no time are children left to wait in the vehicle, or be left
alone under any circumstance (AAP et al., 2019).
A face-to-name count of children is conducted prior to leaving for a destination, when the
destination is reached, before departing for return to the facility and upon return.
Caregivers also remember to take into account in this head count if any children were
picked up or dropped off while travelling outside of the center. Children are directly
supervised during transportation, in loading zones, and when they get in and out of vehicles
(AAP et al., 2019).
We abide by the following guidelines regarding child passenger safety as outlined the CFOC
Database (2019):
• Children are only transported in developmentally appropriate car safety seats, booster
seats, seat belts, or harnesses suited for their specific weight, age, and/or psychological
development in accordance with state and federal laws and regulations and the child is
securely fastened, according to the manufacturer’s instructions (AAP et al., 2019).
• Age and size-appropriate vehicle child restraint systems are used for children under 80
pounds and under 4 feet – 9 inches tall and for all children considered too small, in
accordance with state and federal laws and regulations, to fit properly in a vehicle safety
belt (AAP et al., 2019).
• All child passenger restraint systems used meet federal motor vehicle safety standards
contained in the Code of Federal Regulations, Title 49, Section 571.213 (especially Federal
Motor Vehicle Safety Standard 213), and we carry notice of such compliance (AAP et al.,
2019).
• Caregivers do not use car seats if the child weighs more than the seat’s weight limit or is
taller than the height limit and check the labels on the seat or manufacturer’s instructions if
they are unsure of the limits (AAP et al., 2019).
• Car seats are installed and used in accordance with the manufacturer’s instructions and are
secured in back seats only (AAP et al., 2019).
TRANSPORTATION AND TRAVEL CONTINUED…
• All children under 13-years-old are transported in the back seat and children not riding in a
car seat, have an individual lap-and-shoulder seat belt (AAP et al., 2019).
• For maximum safety, infants and toddlers ride in a rear-facing orientation until they are two
years of age or until they have reached the upper limits for weight or height for the rear-
facing seat, according to the manufacturer’s instructions – when their seat is adjusted to
face forward, the child passenger must ride in a forward facing car seat until reaching the
upper height or weight limit of the seat, in accordance with the manufacturer’s instructions
(AAP et al., 2019).
• Booster seats are used when, according to the manufacturer’s instructions, the child has
outgrown a forward-facing child safety seat, but is still too small to safely use the vehicle
seat belts – for most children this will be between four feet nine inches tall and between
eight and twelve years of age (AAP et al., 2019).
• Car safety seats are labeled with the child passenger’s name and emergency contact
information (AAP et al., 2019).
• Center owned car safety seats are replaced immediately upon receipt of a recall, if are past
the manufacturer’s “date of use” expiration date, or have been involved in a crash that meets
the U.S. Department of Transportation crash severity criteria or the manufacturer’s criteria
for replacement of seats after a crash (AAP et al., 2019).
• Metal parts are checked to ensure they are not too hot for children, to prevent burns or
other harm (AAP et al., 2019).
10.15 Maintenance of Outdoor Play Equipment
Our outdoor play areas and equipment are inspected on daily basis to ensure optimal safety of
all children and program participants (AAP et al., 2019). If we find an issue or mishap with the
outdoor environment, we ensure it is properly resolved prior to children playing. What we inspect
for includes, but is not limited to:
• Missing or broken parts;
• Protrusion of nuts and bolts;
• Rust and chipping or peeling paint;
• Sharp edges, splinters, and rough surfaces;
• Stability of handholds; visible cracks, and non-anchored large play equipment; and,
• Wear and deterioration; and, vandalism or trash (AAP et al., 2019).

10.16 Outdoor Water Play
Constant and active supervision is maintained when children are in or around water. During any
swimming/ wading/ or water play activities where either an infant or a toddler is present; the
ratio is always 1:1 (AAP et al., 2019). We do not have pools on our premises, but in the event we
visit a pool, we ensure that it meets the Virginia Graeme Baker Pool and Spa Safety Act, requiring
the retrofitting of safe suction-type devices for pools and spas to prevent underwater entrapment
of children in such locations with strong suction devices that have led to deaths of children of
varying ages (AAP et al., 2019). Staff and participating volunteers are taught and trained on proper
behavior and supervision during times of outdoor water play. We adhere to the following
guidelines stated in the CFOC Database (2019):
• Use of flotation devices such as inflatable items (e.g., water wings, kick boards, etc.) are
prohibited for the following reasons: reliance on flotation devices may give children false
confidence in their ability to protect themselves in deep water; and, flotation devices also
may promote complacency in caregivers who believe the child is safe (AAP et al., 2019).
• Use of properly fitted and age-appropriate life jackets according to the manufacturer’s
instructions are permitted with close supervision (AAP et al., 2019).
• All toys appropriate for water play are to be removed from the pool after use, so children
are not tempted to reach for them safe. Toys left near the pool could be tempting for a child.
They could reach for it and fall into the water (AAP et al., 2019).
We abide by the following child to staff ratios during water play:
• Infants, 1:1;
• Toddlers, 1:1;
• Preschoolers, 4:1; and,
• School-Age Children, 6:1 (AAP et al., 2019).
Employee Health and Safety Guidelines
10.17 Staff Training Requirements
All staff, including administrators, are expected to participate in, and obtain, the following
trainings and certifications prior to – or within the first three months of – their date of hire through
the IdahoSTARS professional development system or other trainers contracted by our center. The
trainings regard the following subjects:
• Typical and atypical child development;
• Adult and pediatric first aid and CPR;
• Safe sleep practices, including risk reduction of Sudden Infant Death Syndrome/Sudden
Unexplained Infant Death (SIDS/SUID);
• Poison prevention;
• Shaken baby syndrome and abusive head trauma;
• Standard precautions;
• Emergency preparedness;
• Nutrition and age-appropriate feeding;
• Medication administration; and,
• Care plan implementation procedures for children with special health care or other
individual needs (AAP et al., 2019).
Our staff participate in continuing education in child development, health, and safety based on
individual competency and any special needs of the children in their care (AAP et al., 2019).
10.17.1 Interns and Volunteers: Anyone who volunteers on a regular basis will also be
required to obtain the training and certifications mentioned above. We will cover training and
certification costs for volunteers who are immediate family members.
10.18 Administration Training Requirements
All members of the administration:
• Document receipt of training and ensure current staff members renew certifications as
necessary;
• Ensure providers do not care for children unsupervised until they have completed training
in pediatric first aid and CPR; safe sleep practices, including risk reduction of Sudden Infant
Death Syndrome/Sudden Unexplained Infant Death (SIDS/SUID); standard precautions for
the prevention of communicable disease; poison prevention; and shaken baby
syndrome/abusive head trauma; and,
• Ensure all staff members providing direct care to children have up-to-date documentation
of completion of training in pediatric first aid and CPR (AAP et al., 2019).

10.19 Reporting Accidents and Injuries
All accidents and injuries are documented, regardless of how small. Keeping documentation
keeps everyone safe and on the same page. The accident report form on the left is provided to all
staff members (Child Care Lounge, 2018). The employee fills out this form and after notifying the
parent/guardian of the said accident or injury, the staff member gets their signature. Parents get
the bottom yellow copy to take home and the Center keeps the top white copy for our records. All
sections of the report must be filled out. In the event of accidents or injuries that require
emergency medical attention, staff will dial 911, EMS technicians will transport the child to nearest
hospital, then parents/guardians will be contacted immediately. During enrollment, all parent/
guardians sign a form detailing their consent for their child to be treated in the event of a life
threatening or critical emergency.
10.20 Disaster and Emergency Plan
Though occurrences are few and far between, disasters and emergencies do occur. As a
company we prepare and plan for our approach to these disasters and emergencies in advance to
ensure optimal safety and reduce the likelihood of miscommunication. In Idaho, natural disasters
we could experience include flooding, earthquakes, and wildfires. We prepare for these natural
disasters accordingly, and we prepare for other emergency situations such as fire or the need for a
lockdown. Our general policies and procedures for safely evacuating and caring for children during
disaster and emergency situations are in accordance with national standards and are detailed in
the following points:
• A 72-hour-supply of food and water is kept in stock for each child and staff member and is
dated to know by which time it should be used to avoid expiration – we periodically use
and replace the food and water supplies from the emergency supplies to ensure usage
before expiration dates and consult with community officials about adequate emergency
preparation (AAP et al., 2019).
• We conduct regularly scheduled practice drills within the facility and in collaboration with
our community (AAP et al., 2019).
• In the event of a disaster or emergency, we try our best to get in contact with
parents/guardians through methods such as website postings, email notifications, a central
telephone number, answering machine, telephone calls, cell phone texts, and/or posting of
flyers at the center and throughout our community (AAP et al., 2019).
DISASTER AND EMERGENCY PLAN CONTINUED…
• We have emergency shelters in place in walking distance of the center, have planned for
accommodating individual needs that may impede a child or staff member’s ability to keep
themselves safe or move and walk (AAP et al., 2019).
• We have emergency medical equipment, and staff trained for its specific use, in the event
we need to wait for emergency medical care (AAP et al., 2019).
• We have lockdown drills and measures to respond to the emergency of an intruder in the
facility (AAP et al., 2019).
• We have identified primary and secondary meeting places and plans for reunification with
parents/guardians.
• We collaborate with our community members and other childcare centers to find improve
our plans for emergencies and disasters (AAP et al., 2019).
10.21 Fire Policy and Procedures
In the event of a center fire, we have trained staff members who know how to use fire
extinguishers and keep children safe (AAP et al., 2019). We conduct fire drills periodically and
maintain all smoke detectors and other monitoring devices and sprinklers. All staff members know
where extinguishers are located and how to operate them. If there is a fire we go through our
protocols including evacuation, notifying emergency personnel, and then the use of fire
extinguishers (AAP et al., 2019). Staff are trained to recognize when a fire is too large and should
not be fought with a portable fire extinguisher (AAP et al., 2019). All employees understand that
the first priority is to remove the children from the facility safely and quickly and that putting out
the fire is secondary to the safe exit of the children and staff (AAP et al., 2019).

SECTION 11: NUTRITION AND PHYSICAL ACTIVITY
Our menus are approved by registered dieticians and incorporate delicious and nutritious
ingredients that exposure children to new foods and support their unceasing growth and
development (AAP et al., 2019). Each of our classrooms are intentionally set up to ensure ease of
movement and safety. Our center-wide effort to maintain organization decreases staff, child, and
family stress levels and promotes a relaxed and enjoyable atmosphere. Our supportive
environment encourages participation in all aspects of our program, including our promotion of
healthy nutritional practices.
11.1 Snack and Meal Schedule
Since we are open from 5:00 a.m. to 9:00 p.m., we provide children with a variety of meals
and snacks: an early-morning snack, breakfast, a mid-morning snack, lunch, an afternoon snack,
dinner, and an evening snack. To maintain order and consistency, children (excluding infants who
are on their own individualized eating plans) are offered meals and snacks at the following times:
• Early-Morning Snack – 6:30 am
• Breakfast – 8:30 am
• Mid-Morning Snack – 10:15 am
• Lunch – 11:45 a.m. to 12:15 pm (Depending on age)
• Afternoon Snack – 2:15 to 3:00 pm (Dependent on age, and whether or not children are napping)
• Dinner – 4:15 to 5:00 p.m.
• Evening Snack – 7:00 p.m.
• Children will be offered an optional snack at 8:30 p.m.
If you and your child arrive 25 minutes after the serving time, eating will most likely have
concluded, and leftovers are highly unlikely. For example, if you bring your child at 6:30 a.m., early
morning snack will have already concluded, so it will not be offered to your child. If your schedule
requires dropping off between snacks and meals, please ensure your child eats prior to arrival. Or,
you may provide a healthy and nut-free snack for your child to eat in the event he, or she, is hungry
prior to our next scheduled meal or snack time.
EXAMPLE MENU FOR A 2½-YEAR-OLD CHILD 11.2 Portion Size
- BASED ON USDA RECCOMENDATIONS - The amount of food we prepare
TIME OF DAY MEAL/SNACK AND PORTION SERVED for snacks and meals is roughly
EARLY- Yogurt (¼ cup), easy-to-chew granola (⅛ based on the recommended
MORNING cup), and diced raspberries (2 tsp.), served portion sizes for children
SNACK w/ water outlined by the U.S. Department
BREAKFAST Whole-grain toast (½ slice), and of Agriculture (2016). We make
strawberries (½ cup), served w/ milk (4 more than necessary to ensure
oz.) children experiencing growth
MID-MORNING Apples (½ cup peeled and finely sliced) w/ spurts or other individual
SNACK peanut-butter-substitute spread (1 tbsp.), dietary needs are able to eat
served w/ water until they are full. We take pride
LUNCH Cheeseburger Pasta - Lean ground beef (½ in our effort to offer children
(SERVED AT oz.), cheese (¼ oz.), diced mushrooms (½ nutritious food that curbs
11:45 A.M.) cup), low-fat pasta sauce, and whole-grain hunger and supports children’s
pasta (¼ cup), served w/ peaches (½ cup) optimal growth and
and milk (4 oz.) development.
AFTERNOON English Muffin Pizza – Whole-grain English 11.3 Family-Style Mealtime
SNACK muffin (½ serving), spritz of tomato sauce, Each classroom’s furniture is
and cheese (½ oz.), served w/ water child sized, and age appropriate.
DINNER Fettuccine Alfredo w/ whole grain pasta (¼ Chairs for the children are tall
cup), diced broccoli (¼ cup), and lean enough for their waists to meet
chicken (½ oz.), served w/ milk (4 oz.) and the table top, but short enough
pears (¼ cup) to touch their feet to the floor
EVENING Biscuit (½ serving) w/ jam (2 tsp.), served and get on and off independently
SNACK w/ milk (4 oz.) (AAP et al., 2019). Children and
teachers eat family-style. In
family-style meals, children use age-appropriate serving platters, bowls, pitchers, and utensils to
serve themselves. After getting their serving, they hand the food or drink to their friend beside
them, and the pattern typically continues in a clock-wise fashion. Our teachers play an important
role during snack and meal times. Each teacher employed at our center willingly and joyously
participates in meaningful interactions with the children in their classroom day in and day out,

including meal and snack times. They patiently and intentionally engage the children by
consistently incorporating the following actions:
• Modeling safe eating behaviors/positions (e.g. sitting in a chair to eat, not walking around
the room with food, keeping food on your own plate, etc.);
• Practicing proper hygiene (e.g. covering their mouth/nose if they cough/sneeze and
washing their hands after, washing their hands before and after meals, encouraging others
to do the same, etc.);
• Demonstrating positive communication skills (e.g. using manners, actively listening to the
children);
• Serving themselves all the food groups provided in the meal, and eating at least some of
each;
• Supporting language acquisition and imparting vocabulary by intentionally talking about
concepts such as color, shape, size, quantity, number, temperature of food, and favorite
moments of the day in their conversation; and,
• Encouraging children to take their time to enjoy socializing with each other (AAP et al.,
2019).
Children are never rushed to “clean their plate.” In fact, our goal is to help children recognize, for
themselves, when they feel full. Taking time to eat allows children to recognize the way their body
reacts to food, which makes it an essential part of teaching children how to understand when they
feel full. Parents who show up during snack and meal times typically express the lively and
comforting spirit they felt in their child’s classroom. They usually relay how much they adored
watching the children giggle, work as a team to help one other get food across the table, and talk to
one another.
11.4 Family Involvement in Nutrition Services
We desire the families we serve to be actively involved in every aspect of our program,
including our effort to teach children about adequate nutrition and its importance in their lives. We
aim to instil lifelong healthy habits in the minds of the children we teach. A simple way all parents
and guardians can support healthy nutrition habits is to eat together. Not only does eating together
support healthy associations with food and nutrition, it also positively impacts children’s cognitive,
social, and emotional development. Eating meals as a family promotes healthy attachment and
solidifies emotional bonds between parents/guardians and their children.
Other ways parents/guardians can be involved in nutrition services include, but are not limited to:
• Doing a cooking activity unique to their family’s culture with the children – it could be
anywhere from their tradition of making a special snack on the first day of every month to
making their original lo mien recipe that had been handed down throughout their family for
generations;
• Assisting with meal plan and menu creation if they posses related health and nutrition
education;
• Teaching children about different types of fruit, vegetables, grains, and other food groups;
• Helping the secretary find and order, or create, MyPlate© plates for the children; and
• Finding new and healthy recipes for children to make, or for kitchen staff to prepare.
11.5 Physical Activity
Physical activity is not simply giving children time to “get their energy out.” Engaging in
physical activity and other gross motor movement, whether it is indoor or outdoor, provides
children with a constructive way to cope with and release frustration and stress, practice
important gross motor skills, gain muscle, negotiate conflict, and interact with their peers. Our
teachers encourage physical activity by:
• Preparing structured activities for children to engage in physical and gross motor
movement three to five times every day indoors and outdoors (AAP et al., 2019).
• Scheduling three to four hours of physical activity for children under 5 years old, and at
least two hours for children over 6 years old (AAP et al., 2019).
• Encouraging parents to bring their children in comfortable and flexible clothes and shoes
(AAP et al., 2019).
• Wearing appropriate and flexible clothing themselves so they can fully participate in
physical activity with the children.
• Joining children as they are running, jumping, skipping, hopping, crawling, etc. on the
playground.
• Supporting children’s innovative and out-of-the-box thinking when it comes to using
outdoor materials and equipment, as long as basic policies of health and safety are adhered
to.
• Staying up-to-date on research involving children and physical activity – for example,
acknowledging the positive research findings on the benefits of climbing and engaging in
appropriate risk-taking in the early years and being receptive to children’s innovative

attempts to climb up playground equipment, like slides, and other areas that typically would
not be thought to be climbed (Duerr, n.d.; Frost, 2013).
• Planning outdoor and indoor gross motor activities based on the developmental and
individual needs of children.
• Prohibiting the use of television in daily classroom operations (AAP et al., 2019).
REFERENCES
American Academy of Pediatrics, American Public Health Association, & National Resource Center
for Health and Safety in Child Care and Early Education. (2019). CFOC: Standards database.
Aurora, CO: National Resource Center for Health and Safety in Child Care and Early
Education. Retrieved from http://nrckids.org/CFOC/Database
Berger, K. S. (2012). The developing person: Through childhood and adolescence (9th ed.). New York,
NY: Worth Publishers.
Berk, L. E. (2012). Infants, children, and adolescents (7th ed.). Boston, MA: Pearson Higher
Education, Allyn & Bacon.
Bloom, P. J. & Talan, T. N. (2004). Program administration scale: Measuring early childhood
leadership and management. New York, NY: Teachers College Press.
Bodrova, E., Leong, D. J., & McAfee, O. (2004). Basics of assessment: A primer for early childhood
educators (B. Pollack, & N. Cavanagh, Eds.). Washington, DC: National Association for the
Education of Young Children.
Bohart, H., & Procopio, R. (Eds.). (2018). Spotlight on young children: Observation and assessment.
Washington, DC: National Association for the Education of Young Children.
Bright Horizons Family Solutions. (2019). Child guidance and discipline policy. Retrieved from
http://www.brighthorizons.com/
Brooks, M., Epstein, J. L., Ferguson, S., Henderson, A., Kugler, E., Mapp, K. L., et al. (2009) PTA
National standards for family-school partnerships: An implementation guide. Retrieved from
www.pta.org/partnerships
Click, P. M., Karkos, K. A., & Robertson, C. (2014). Administration of programs for young children.
(9th ed.). Stamford, CT: Cengage Learning
Copple, C., & Bredekamp, S. (Eds.). (2013). Developmentally appropriate practice in early childhood
programs: Serving children from birth through age 8(3rd ed.). Washington, D.C.: National
Association for the Education of Young Children.
Day Early Learning. (2019). Tuition and assistance. Retrieved from dayearlylearning.org/tuition/
Department of Health and Welfare. (2017). Idaho early learning eguidelines. Available from
http://healthandwelfare.idaho.gov
Duerr Evaluation Resources. (n.d.). Research paper: The benefits of playgrounds for children aged
0-5 [PDF]. Retrieved from www.imaginationplayground.com/images/content/2/9/2999/
The-Benefits-of-Playgrounds-for-Children-Aged-0-5.pdf

Frost, J. L. (2013). Why children climb: Motivation, process, and child development [PDF]. Retrieved
from https://abcreative.net/wp-content/uploads/2013/10/Why-Children-Climb.pdf
Glen Oaks Senior High School Profile Report. (n.d.) Retrieved from http://www.wnyunited.org/
uploads/2/6/3/2/26328288/risk_and_protective_factors.pdf
MacDonald, S. (2016). Inspiring early childhood leadership: Eight strategies to ignite passion and
transform program quality. Lewisville, NC: Gryphon House.
MATAA Center. (n.d.). Positive Discipline and Child Guidance. Retrieved from
https://extension2.missouri.edu/gh6119
McQuain, B. (2019). Class discussion. Brigham Young University – Idaho. Rexburg, ID.
National Association for the Education of Young Children. (2011). Code of ethical conduct and
statement of commitment. Available from https://www.naeyc.org/resources/position-
statements/ethical-conduct
National Association for the Education of Young Children. (2009). HRM Journal: Human resources
management in early childhood programs. Washington, DC: National Association for the
Education of Young Children.
Peterson, S. (2018, May 25). Physical abuse. Retrieved from https://www.nctsn.org/what-is-child-t
rauma/trauma-types/physical-abuse
Peterson, S. (2018, May 25). Sexual abuse. Retrieved from https://www.nctsn.org/what-is-child-
trauma/trauma-types/sexual-abuse
Prevent Child Abuse America. (2019) Fact sheet: Emotional child abuse. Retrieved from
https://preventchildabuse.org/wp-content/uploads/2016/02/anapproach
topreventingchild-abuse.pdf
Risk and Protective Factors. (2015). Retrieved from
https://www.communitiesthatcare.org.au/how-it-works/risk-and-protective-factors
School Administrators of Iowa. (2019). The survival guide for Iowa school administrators:
Mistaken goal chart. Available from http://resources.sai-iowa.org/
The Center for Parenting Education. (2019). The skill of I-messages. Retrieved from
https://centerforparentingeducation.org/library-of-articles/healthy-communication/the-
skill-of-i-messages-what-to-say-when-we-are-upset/
U.S. Department of Agriculture. (2016). Child meal pattern chart [PDF]. Retrieved March 26, 2019
from https://fns-prod.azureedge.net/sites/default/files/cacfp/CACFP_childmealpattern.pdf
Vanderbilt University. (2006). Handout 1.11: Working with families inventory. Available from
csefel.vanderbilt.edu

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PROGRAM PROPOSAL & HANDBOOK

OWNER & OPERATOR: Courtney Ashton

We have a responsibility to make inclusion a daily thought,

4 | OUR STORY EARLY LEARNING

6 | OUR STORY EARLY LEARNING

Construction of Facility $ 110,000

Contract Services and Consultants

Transportation (Down Payment) $ 24,000

Marketing & Advertisement $ 1,000

10 | OUR STORY EARLY LEARNING

INFANT-TODDLER PROGRAM FULL-TIME PART-TIME DAILY HOURLY

3 to 18 months $315 $180.00 $45.00 $5.00

SCHOOL AGE Before-School Only After-School Only Before & After-School

PROGRAM Daily Rate Daily Rate Daily Rate

Kindergarten $15.00 $15.00 $25.00

14 | OUR STORY EARLY LEARNING

Infant & Toddler Preschool School Age & Substitute Kitchen

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3 4 5 6 7 8 9 Weekends the center is open in APRIL

If an employee is interested in working more than

4.11 Standards of Conduct

24 | OUR STORY EARLY LEARNING

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Participating in staff members and administrators

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8.1 Purpose of Child Guidance

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EMOTIONAL ABUSE is “maltreatment which results in impaired psychological growth and

46 | OUR STORY EARLY LEARNING

16-1605 REPORTING OF ABUSE, ABANDONMENT OR NEGLECT.

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9.4 Steps for Prevention

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Our Story Early Learning Ratio & Group Size Standards

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10.8 Pest Management

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HEALTH LEVEL AQI SCORE DESCRIPTION

10.13 Outdoor Air Quality

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