Child Development Center Parent Handbook

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Dear Parents, Welcome to the MCCS Children, Youth, & Teen Programs, Okinawa, Japan. Our goal is to establish a safe, healthy, developmentally appropriate learning environment for your child. You have chosen an early childhood program that is accredited by the National Academy of Early Childhood Programs—the accreditation department of the National Association for the Education of Young Children (NAEYC). To achieve accreditation we have voluntarily undergone a comprehensive process of internal self-study, invited an external professional review to verify compliance with the Academy’s Criteria for High Quality Early Childhood Programs, and have been found to be in substantial compliance with the criteria. The criteria represent the current consensus on what defines a highquality program for young children. A high-quality program provides a safe and nurturing environment while promoting the social, cognitive, affective, physical, language and creative development of young children. In our program adults and children will experience: • • • • • • • • • •

Frequent, positive, warm interaction among adults and children. Planned learning activities appropriate to children’s age and development. Care providers that receive specialized training. Low adult to child ratios; adults responding to the individual needs of children. Many and varied age-appropriate materials. A healthy and safe environment. Nutritious meals and snacks, as defined by USDA. Regular communication with parents. Effective administration. Ongoing, systematic evaluation.

Our goal is to support the Armed Forces community by providing quality child care in an environment that celebrates each child’s individual successes through social, cognitive, affective, physical, language and creative development. Feel free to come in, tour any of our four Child Development Centers and meet the CDC team members. You are always a welcome visitor! Respectfully, The CYTP CDC Team We Exist to Support Our Little Heroes!

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Contents MISSION STATEMENT ..............................................................................................................................................5 PHILOSOPHY ..............................................................................................................................................................5 CURRICULUM ............................................................................................................................................................6 ELIGIBILITY AND PRIORITY ................................................................................................................................. 12 HOURS OF OPERATION .......................................................................................................................................... 12 CHILD CARE FEES ................................................................................................................................................... 13 TAD/TDY AND EMERGENCY LEAVE .................................................................................................................. 15 VACATION OPTION ................................................................................................................................................. 15 AGE GROUPS AND RATIOS ................................................................................................................................... 15 REGISTRATION ........................................................................................................................................................ 15 ANNUAL RE-REGISTRATION PROCESS .............................................................................................................. 17 CHILDREN WITH SPECIAL NEEDS ....................................................................................................................... 17 WHAT IS A SNERT or IAT? ..................................................................................................................................... 17 CHILDREN’S RECORDS .......................................................................................................................................... 18 HEALTH POLICIES ................................................................................................................................................... 20 TOUCH POLICY ........................................................................................................................................................ 21 MEALS AND SNACKS ............................................................................................................................................. 22 REST TIME................................................................................................................................................................. 22 TOILET TRAINING ................................................................................................................................................... 23 BEHAVIOR GUIDANCE ........................................................................................................................................... 23 BITING GUIDANCE .................................................................................................................................................. 24 WEATHER POLICIES ............................................................................................................................................... 24 FIELD TRIPS .............................................................................................................................................................. 24 PARENT ADVISORY BOARD (PAB) ...................................................................................................................... 24 HOW PARENTS CAN HELP..................................................................................................................................... 25 TIPS FOR LEAVING YOUR CHILD AT THE CDC ................................................................................................ 26 REPORTING CHILD ABUSE & NEGLECT ALLEGATIONS ................................................................................ 26 CONTACT INFORMATION ..................................................................................................................................... 27

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Mission, Philosophy, and Curriculum We believe that children learn and develop when exploring what is socially relevant, intellectually engaging, and personally meaningful to them.

We believe that a quality early childhood program should provide a safe and nurturing environment.

Children’s learning takes place through stimulating activities in a natural environment.

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MISSION STATEMENT We strive to provide quality early childhood programs centered around safe and nurturing environments that promote the physical, social, emotional, and cognitive development of young children. By using their natural activity as an indicator of their mental, physical, and social growth, we foster development through child-initiated, child-directed, and teachersupported activities. PHILOSOPHY In developing our programs we first consider what is age-appropriate and apply this to our curriculum, which is broken down to service the different age groups. Age appropriateness refers to the predictable sequences of growth and change that occur as children grow. Having the knowledge of these typical growth patterns gives us the framework from which we can prepare the learning environment and plan appropriate experiences. These experiences should match the children’s developing abilities. That is our goal when planning our curriculum. We also consider what is appropriate for each child within the group. Each child is unique and may have his/her own pattern of growth. We individualize the program so we meet individual and group needs. Our curriculum is a realistic one because we understand and believe strongly in appropriate practices. Children’s learning takes place through stimulating activities in a natural environment. Activities that allow the child to be expressive and an individual will promote positive self-esteem. Child-initiated activities also allow for cooperation between others, which promotes social development. It is also true that much of young children’s learning takes place when they choose or direct their own play (investigation and exploration) activities. This concept gives them a sense of success that they were involved in the decision-making and/or problem-solving. We realize the importance of our job which is helping children to begin to see themselves as successful learners in all areas. We also believe that children’s play (investigation and exploration) should be concrete, real, and relevant to their young lives. We consider the child’s process of learning to think and to reason. The word “cognitive” actually means “to come to know.” This is a good way to describe young children becoming acquainted with their surroundings. Children are naturally curious, eager to explore, and inquisitive to figure out how things work. We believe in building on this natural curiosity to promote cognitive development. We do this by providing opportunities for children to use all their senses for exploring, to help children feel good about expressing their own creative ideas and solving their own problems. This enhances their thinking and learning process. Children need these years of developmental activities with the real world to understand symbols such as letters and numbers. Throughout early childhood, children’s concepts and language gradually develop to enable them to understand more abstract information. Again, this brings us back to those appropriate practices. We should not attempt to force children to develop a concept before they are ready. 5 (Updated 20 June 2014)

Our philosophy is to meet the needs of children at each developmental stage. It is wonderful to observe children learning under appropriate conditions. We see them succeed more often than we see them fail. Allowing a young child to grow and develop through these stages builds a strong foundation for a successful primary school experience. CURRICULUM We believe that children learn and develop when exploring what is socially relevant, intellectually engaging, and personally meaningful to them. Children are encouraged to experiment, expand their knowledge and skills, and discover new experiences through authentic learning opportunities. Projects are designed for children to utilize critical thinking skills and to reflect on what they know. The relationship a teacher builds with a child is considered to be central to the curriculum process. Teachers consistently and thoughtfully document the “life” of the classroom and plan activities based on their observations. Lessons are designed to parallel children’s personal experiences, be interesting and important, rich in potential meaning, and sustain long-term interest. Our curriculum is the outcome of a process in which the teacher, child, and parent are involved in contributing to and reviewing the contents for the purpose of facilitating in a child’s unique development and ways of representing his/her experiences. In planning for appropriate curriculum content, several guidelines are utilized. The content of a curriculum should address a broad range that is relevant, engaging, and meaningful to children. Goals are designed to be realistic and attainable according to a child’s age range and development. The needs and interests of the children are reflected through the content of the curriculum, and instructional strategies are incorporated to accommodate children’s individual maturity levels and styles of learning. Learning activities respect and support individual, cultural, linguistic diversity; and encourage positive relationships with families. Activities build upon what children already know, and facilitate in consolidating their learning to gain new concepts and skills. Children are actively engaged in the learning process and the content is not only meaningful, but also respects a child’s intelligence. Finally, children’s sense of competence and enjoyment of learning is strengthened through a curriculum which allows them to succeed from their unique point of view. Why do we do what we do: Blocks: Blocks, the hard wood units that come in proportional sizes and shapes, are one of the most valuable learning materials in our classroom. When they build with blocks, children learn about sizes and shapes, spatial relationships, math concepts, and problem solving. When children lift, shove, stack, and move blocks, they learn about weight and size. Each time they use blocks, they are making decisions about how to build a structure or solve a construction problem. 6 (Updated 20 June 2014)

When children build with blocks in the classroom, we encourage them to talk about what they are doing. For example, we might say: "Tell me about your building." "How did you decide to put those blocks together?" We also ask questions that help children extend their thinking about their block play. For example, we might say: "You built a tall apartment house. How do the people get to their floor?" "How many blocks do you think it will take to fill up that space?" "Where do people park their cars when they come to visit the shopping center?" These questions and comments are designed to help the children become aware of what they are doing and think of ways to extend their work. Dramatic Play: this corner is an important part of our classroom. The work children do in the house corner is called dramatic play. In the house corner children take on a role and recreate real-life experiences. They use props and make-believe about a wide variety of topics. The ability to role-play is very important to children's later academic success in school. When children role-play, they have to recall experiences they've had and re-create them. To do this, they have to be able to picture their experiences in their minds. For example, to play the role of a doctor, children have to remember what tools a doctor uses, how a doctor examines a patient, and what a doctor says. In playing the role of a doctor, children have to be able to cooperate with other children and defend their own ideas. When children are engaged in dramatic play in the classroom, we encourage them to talk about what they are doing. For example, we might say: "What do mothers do when children are sick?" "What kind of cake are you going to make: chocolate or vanilla?" "Why does your baby cry so much?" We ask questions that help children extend their thinking and their play. Table Toys: table toys include puzzles, various table blocks, and other small construction materials such as Legos, and collections of objects. When children use table toys, they learn many new skills and concepts, including: sorting and classifying things according to their own categories; judging distance, direction, right and left, up and down; and describing what they are thinking and doing. When children use table toys in the classroom, we encourage them to talk about what they are doing. For example, we might say: "Tell me about those blocks you are using." "How did you get those rings to fit together?" We also ask questions that help children extend their thinking as they play with table toys. For example: 7 (Updated 20 June 2014)

"You grouped all the bottle tops by color. How can you put them together in another way?" "You've picked out all the pegs that are the same. Tell me how they are the same?" These questions and comments are designed to help children become aware of what they are doing and develop their thinking skills. Art: art is an important part of our curriculum. Every day, children find a variety of art materials available on our shelves. Drawing, painting, cutting, pasting, and playing with play dough are not only enjoyable but also provide important opportunities for learning. Children express original ideas and feelings, improve their coordination, develop small muscle skills, learn to recognize colors and textures, and develop creativity and pride in their accomplishments by exploring and using art materials. When children are engaged in art activities, we talk with them about what they are doing and ask questions that encourage them to think about their ideas and express feelings. For example, we might say: "I can see you like the new colors we put on the easels today." "You made a lot of pictures. Which one do you want to hang up?" "You worked a long time with the clay today. What did you like doing best?" We like to focus on what children are doing - not on what their finished art work looks like. We say such things as these: "Tell me about your picture" instead of "What did you make?" "It looks like the play dough is sticking to your fingers. What could we do to make it less sticky?" instead of "You're not having much success with the play dough." Sand and Water Sensory Table: although you are probably used to your children splashing in the bathtub and digging in a sandbox at the playground, you may be surprised to know that the sand and water area is an important part of our classroom. This is because sand and water are not just fun – they are also a natural setting for learning. When children pour water into measuring cups, they gain a foundation for mathematical thinking. When they drop corks, stones, feathers, and marbles into a tub of water, they observe scientifically which objects float and which sink. When they comb sand into patterns, they learn about both math and art. We encourage children to experiment with these materials and as they do, we ask questions that encourage them to think about what they are discovering: "Why do you think the wet sand won't turn the wheel?" "How did the water change when we added the soap flakes?" "How many of these measuring cups of water will it take to fill this quart pitcher?"

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Library: the library area is an essential part of our program and of your child's life. It is where children gain the foundations for reading and writing. It's also a place where children can relax and enjoy the wonderful world of children's literature. We encourage children to use the library on their own. We invite them to look at books, to listen to taped stories, and to scribble and "write" throughout the day. We also work with children one-on-one and in small groups. Sometimes children dictate stories to us, which we record in "books." Every day we read stories to the children. We read books to introduce new ideas, to develop pre-reading skills, to help children deal with problems, and mostly to develop a love of books. Here are some of the things we do with children as we read: We look at pictures together and ask children questions: "What is that silly cat doing?" We encourage children to predict what will happen next: "What do you suppose will happen now?" We encourage children to repeat words, rhymes, and phrases they have memorized. Music and Movement: we do a lot of singing and creative movement in our program. Singing and moving to music give the children a chance to move freely, practice new skills, and feel good about what their bodies can do. The children love our daily time for singing together, and it helps them develop the ability to cooperate in a group. Here are some of the things we do to encourage a love for music and movement: Sometimes we take a tape recorder outside and play music, and the children dance and act out the songs. We give the children colored scarves and paper streamers to use as they move to the music. We play musical instruments. We use chants to help us get through the daily routines, such as clean-up time. We have a comfortable listening center with a wide variety of tapes for children to listen to on their own. Computers: In our program we encourage our children to work with computers. The children experiment with programs that help them develop in many exciting ways. Here are some of the things that children learn when they use computers: math skills and concepts such as counting and numerical relationships, beginning reading concepts, how to express creativity, and how to solve problems. While the children are working at the computer, we ask them questions such as these to help them think about what they're doing: "What made you decide to choose this program to work on?" "What do you suppose will happen if you press the escape key?" By working with children in these ways, we not only encourage their growth and development but also help prepare them for a future in which they will need to know how to work with 9 (Updated 20 June 2014)

computers. Outdoor Play: outdoor play is also an important part of our curriculum. When the children are outdoors, they like to run, jump, climb, and use all the large muscles in their bodies. They need space to work out and let off steam. They can race around, breathe the fresh air, look at the clouds, or catch a ball or a bug. They not only satisfy their physical need for large muscle activity but also develop a sense of wonder about the miracles that take place in nature. When we take the children outdoors at the center, we talk about the things we can see, hear, touch, and feel so that the children become aware of changes in the weather and the seasons, the growth of plants, and animals. We help the children notice changes by asking them what is different about the trees, the caterpillars, or the sky. They lie on the ground and look up, or they climb the jungle gym and look down. We point out the many kinds of birds that fly overhead, butterflies, mosquitoes, falling leaves, and rain as it begins. We wonder aloud where all these things come from. By playing outdoors, your child can learn the following: to notice changes in nature; to discover what happens to people, animals, and plants when it is cold, hot, dark, or light, outside; to use his or her body in increasingly skillful ways; and to be a good observer. When the children play outdoors, we encourage them to talk about what they are doing. For example, we might say: "What happened to the sun just now? I don't see it anymore." "What is making the trees bend the way they are today?"

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Eligibility, Priority, Hours, and Fees All active duty members and DoD civilians stationed on Okinawa have access to the CDC.

Official hours of operation for the CDC are 0500 to 1800, Monday, Wednesday, and Friday; 0600 to 1800, Tuesday and Thursday.

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ELIGIBILITY AND PRIORITY All active duty members and DoD civilians stationed on Okinawa have access to the CDC. DoD contractors, reservists (on active duty status), and retirees living on Okinawa may also use our services. We are an equal opportunity program and do not discriminate on any basis. The Children, Youth & Teen Programs (CYTP) gives priority to employed parents. If at any time during your child’s enrollment you or an adult member of the household is unemployed or are no longer a full time student, you must notify the CDC. The CDC will give you a two-week notice prior to disenrollment. In accordance with the Marine Corp Bases Japan Order 1754.3B, the Resource and Referral section of Children, Youth & Teen Programs follow priority guidance for sponsors requesting child care services. A request for care may be completed online during the mother’s pregnancy for unborn infants. Placements will be made according to the guidelines stipulated in the eligibility and priority section of this handbook. HOURS OF OPERATION Official hours of operation for the CDC are 0500 to 1800, Monday, Wednesday, and Friday; 0600 to 1800, Tuesday and Thursday. We are closed on all Federal holidays. The Center will close in accordance to base closures. The CDC will close when Typhoon Condition 1-C is declared. The Center will reopen two hours after TC-Storm Watch is declared. Our CDCs close at 1800 hours. If a child remains for more than 30 minutes after closing and efforts to contact the parents and emergency contacts are unsuccessful, the Provost Marshall Office will be contacted for assistance in finding the parents, or to provide temporary placement for the child. A pattern of picking up your child after 1800 may result in disenrollment of your child from our program. Children will be released only to parents or other persons designated by the parents on the Emergency Contact Plan or CYTP Pick-up Authorization List. Changes or additions must be made in person. In emergency situations, parents may fax a written authorization, which must include their photo ID, only after contacting the Center by phone for verification. Any individual picking up your child should be prepared to show proper identification before the child is released to their care. If we suspect the person picking up a child is under the influence of alcohol or drugs, we will not release the child until we ensure there is a designated driver or we contact the Provost Marshall’s Office to make a determination on the person’s ability to safely operate a motor vehicle.

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In instances where a child’s well-being appears to be threatened in any way, PMO will be called to monitor the situation. CHILD CARE FEES Our weekly child care fees are based on Total Family Income (TFI). TFI includes all earned income including wages, salaries, tips, long-term disability benefits, voluntary salary deferrals, quarters and subsistence allowances and in-kind quarters and subsistence received by military members, pay for service in a combat zone and anything else of value, even if not taxable, that was received for providing services. Quarters and subsistence allowances means the Basic Allowance for Quarters and the Basic Allowance for Subsistence received by military personnel (with respect to grade and status) and the value of meals and lodging furnished in-kind to military personnel residing on military bases. If your TFI changes for any reason, the CDC must be notified in writing immediately. All weekly child care fees are due the Friday before services are rendered. The 1-15 Payment Plan is available for parents desiring to pay fees on the 1st and 15th of every month. Patrons may also pay on a monthly basis and payment is always due on the last business day of the month prior to services being rendered. Child care services are suspended or your contract may be cancelled if fees are not received by due dates. Fees are not reduced for absences or illnesses, holidays, or short-term emergency closures. Examples of short-term emergencies include typhoon, air-conditioning, water, and power outages, which require the Center to close. Child care fees must be paid for as long as the space is held for your child, whether the space is used or not, with the exception of parents using the two-week. A two-week advance written notice is required for terminating contracts. Payment by check must include the sponsor’s name and current mailing address. We do not accept postdated checks. After one bad check, all transactions must be paid in cash or by credit card.

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Leave, Vacation, and Registration

You must continue to make payments to hold your child’s space.

Children with special needs must have a current SNERT or IAT on file with the CDC.

It is critical to be able to locate parents or their emergency contact in the case of an illness, emergency, or late pick up 14 (Updated 20 June 2014)

TAD/TDY AND EMERGENCY LEAVE During TAD/TDY deployments, parents have three options, which require a copy of official orders, for children absent from the CDC: Pay in full to hold your child’s space or withdraw your child from the program and be placed at the top of the waiting list for the first available space upon return. Non-payment of fees is granted for Emergency Leave up to 30 days with official orders from the sponsor’s command or other authorized agency (e.g., American Red Cross). Prepayment is due to hold your child’s space beyond the 30-day calendar day limit. VACATION OPTION A two-week period of vacation option is authorized per child per contract year. No fees for child care services are paid during this vacation period. The contract year is from 1 October to 30 September. The vacation option must be requested in weekly increments at least one week in advance. Unused vacation weeks are not carried over from contract year to contract year. AGE GROUPS AND RATIOS Age Group 6 weeks to 12 months 13 to 24 months 25 to 36 months 3 to 5 years

Staff to Child Ratio 1 staff to 4 children 1 staff to 5 children 1 staff to 7 children 1 staff to 12 children REGISTRATION

What we need from you when registering your child or children into a CDC: Step One: Request for Child Care. Request for child care may be done online by visiting http://www.mccsokinawa.com/childcare. If you don’t have access to a computer, you may visit our Resource & Referral (R&R) office at Building 495 on Camp Foster. Step Two: Resource & Referral will contact you when a space is available. An appointment is scheduled to register your child in our program. The following documents are needed to complete your child’s registration: current Leave & Earning Statement (LES) and other income statements to verify Total Family Income; Child’s immunization record; if your child has a special need, appropriate documentation to support special need care. Please bring them to your appointment.

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Step Three: Submit all the necessary remaining documents. These include the CYTP Service Agreement, Emergency Contact Form, Statement of Special Needs, Medical, or Developmental Conditions, and the Health Assessment Form. Step Four: Enrollment and Orientation. There are many important things to remember about the registration process. Please ensure all your contact phone numbers and information is accurate and up-to-date. Notify R&R when you will be off-island or unavailable due to leave or a TAD/TDY. If the child’s sponsor is not able to complete the registration, a Power of Attorney authorizing the spouse or other responsible person to register the child must be presented. Three unsuccessful attempts to contact you will result in removal from the waiting list. Refusing any placement offer into our program will result in your child’s removal from the waiting list. You will need to submit a request for child care again in order to be placed back on the waiting list. Providing pertinent medical and developmental information at the start of the registration process will expedite placement into our program. Contact the R&R office at 645-4117 every 90 days to keep your child on the waiting list or for any other registration information. For Special Needs Children: Documentation from approved medical authority of special need and approved Individual Evaluation or Care Plan for the Inclusion Action Team (IAT) or Special Needs Evaluation Review Team (SNERT) determination. Your child’s immunization records, which must be up to date according to the US Center for Disease Control guidelines with the following schedule: Age 2 months

Immunization DPT/IPV/HBV #1 or Pediarix #1 Hib #1, Prevnar #1, Rotavirus #1

4 months

DPT/IPV/HBV #2 or Pediarix #2 Hib #2, Prevnar #1, Rotavirus #2

6 months

DPT/IPV/HBV #3 or Pediarix #3 Hib #3, Prevnar #3, Rotavirus #3 if needed

12 months

MMR #1, Varavax (#1), Hib #4, HEP A #1, PPD or at 18 months

18 months

DPT #4, HEP A #2

4 – 6 years

DPT #5, IPV #4, MMR# 2 Veravax (#2) recommended

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All registration information must be updated annually to coincide with the service agreement contract year which is from 1 October through 30 September. Child care services may be suspended when this does not occur. ANNUAL RE-REGISTRATION PROCESS Maintaining up-to-date records is a challenging task with the large number of participants in CYTP. To assist our staff with maintaining accurate and meaningful records, an annual reregistration process is necessary for all patrons. This process generally takes place in by 1 October of each year and is consistent with the service agreement contract year of 1 October through 30 September. Many of the above referenced forms related to registration must be updated during this process. Forms and information that may not necessarily be updated during the re-registration process (e.g., immunizations) may need to be updated during different times of the year that CYTP management will specify. Please speak to the facility manager for further information. CHILDREN WITH SPECIAL NEEDS Children with special needs must have a current SNERT or IAT on file with the CDC. An annual re-assessment must be completed. Children with special needs must have a current written plan of care developed by the parent, SNERT or IAT members, and the CDC team. WHAT IS A SNERT or IAT? The Special Needs Evaluation Review Team (SNERT) or Inclusion Action Team (IAT) is a multidisciplinary team established to ensure the most appropriate placement of children in the CDC. The team meets to review all requests for services, which indicate possible special needs. The SNERT or IAT represents an installation-wide partnership that works to ensure the very best placement and care. Special needs are considered those issues, challenges, diagnoses, and/or behaviors that a child has which require medical or educational intervention, assistance, or other accommodations. A child with special needs may be identified as having any of the following: autism, asthma, allergies, hearing impairment, mental, physical or emotional challenges, orthopedic impairment, developmental delays, behavioral issues, specific learning disablement, speech/language impairment, visual impairment, or other health impairments. A parent may request for a SNERT or IAT meeting at any time through the Community Health Nurse at the CYTP Administrative Office (Bldg. 495). In order to assist the team, parents or guardians are asked to provide specific information before the meeting such as medical documentation detailing developmental delays, illnesses, the severity of allergies (exposure, reactions, and treatments), prescription medication, and their expectations of the services and care to be provided. Other documentation may consist of a current IEP from the child’s school, IFSP and/or other up-to-date educational evaluations, or documentation of any educational or 17 (Updated 20 June 2014)

developmental evaluations or services provided from relevant agencies. CHILDREN’S RECORDS It is critical to be able to locate parents or their emergency contact in the case of an illness, emergency, or late pick up. Please inform the Front Desk immediately when phone numbers, addresses, and emergency contacts change. At a minimum, the Emergency Contact Plan must be updated whenever there is a change in an emergency contact’s information or annually. Office staff at each respective center will contact you for an update at the appropriate time. Two sets of records are maintained for each child: an official record containing information collected at registration, updates, and health records for “Official Use Only;” and each child’s portfolio contains information concerning the child’s growth and development, progress reports, incident reports, and reports from parent conferences.

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Health Policies, Meals & Snacks Care providers will visually check each arriving child for signs of illness and injuries. Visible bruises, contusions, lacerations, burns, and other physical marks appearing on a child will be recorded.

Parents are welcome to eat as many meals and snacks as possible with their child. There is no additional fee for parents to dine with us.

Family style dining is practiced for children 12 months and older.

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HEALTH POLICIES Child care services in MCCS CYTP are designed to care for the healthy child. Our program is not equipped to provide care to a child who is ill. Parents should arrange for alternate care in the event of illness. Care providers will visually check each arriving child for signs of illness and injuries. Visible bruises, contusions, lacerations, burns, and other physical marks appearing on a child will be recorded. The parent, legal guardian, or other person the parent authorizes shall be notified immediately when a child has any sign or symptom that requires exclusion from the facility. The CDC shall ask parents to consult with the child's health care provider and to inform them of the advice received from the health care provider. The advice of the child's health care provider shall be followed by the CDC. With the exception of head lice for which exclusion at the end of the day is appropriate, the CDC shall temporarily exclude a child or send the child home as soon as possible if one or more of the following conditions exists: the illness prevents the child from participating comfortably in activities as determined by the child care provider; or the illness results in a greater need for care than the child care staff can provide without compromising the health and safety of the other children as determined by the child care provider; The CDC Director in consultation with the Community Health Nurse shall make the decision about whether a child meets or does not meet the exclusion criteria for participation and the child's need for care relative to the staff's ability to provide care. If parents and the child care staff disagree, the CDC may not accept responsibility for the care of the child during the period in which the child meets MCCS CYTP’s criteria for exclusion. MCCS CYTP health policies focus on the needs and behavior of the ill child and the ability of CDC staff to meet those needs without compromising the care of other children in the group. There is a 60-minute window from the time you are notified to pick up your child. Please keep your child/children home if they show signs of a cold, fever, indigestion, sore or watering eyes, or is in the late incubations stage of a contagious disease. Children sent home due to illness on a continuing basis may be required to provide a health care provider’s statement to return to the CDC or be absent for the designated period of time for the specific illness, as stated in our guidelines. A current prescription or written instructions from a doctor or health care provider as well as written parental permission are required in order for CDC team members to administer medication to a child. Parents must provide appropriate measuring device for administering the medication. Medications will not be administered to hourly care or part-day children. Medications that are prescribed as pro re nata (PRN), i.e., as needed, are not generally given unless a SNERT or IAT case review or health care provider requests an exception to the policy.

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Trained team members, according to the following schedule, will administer medications. A medication is considered on time if it is given 30 minutes before or after the designated time. Medication is prescribed for one or two doses per day will not be administered at the Center. Medication is prescribed for three doses per day will be administered at 1400 at the CDC. Medication is prescribed for four doses per day will be administered at the CDC at 1200. Medication is prescribed every four hours or six doses per day will be administered at 1000 and 1400 at the CDC. The CDC will adhere to any written documentation from a medical authority to meet the needs of your child. All medication must be in English. The medication must include the following: the original container; the label with the start and end dates; the child’s name; the name of the medication; dosage strength; route of administration; instructions for use. No over the counter medication shall be administered unless prescribed by a physician or written instructions are provided by a health care provider. The medication must be administered from a prescription labeled container. Non-prescription topical ointments, excluding sunscreen, will require a prescription or written instructions from a health care provider along with parental written consent on the authorization to administer medication. TOUCH POLICY Our touch policy is based on the premise that positive physical contact with children, youth and teens is necessary for their guidance and well being. A policy that states “no touching under any circumstances", creates a stark and unacceptable atmosphere for children, youth and teens. Based on this premise, Children, Youth & Teen Programs staff, regular volunteers and Family Child Care (FCC) providers will provide positive physical contact (appropriate touch) and refrain from inappropriate touch. Children, youth & teens will always have the option to refuse touch except in the case of danger to themselves or others. In essence, our goal is to provide all children, youth and teens with an appropriate environment where the children in our care feel safe and where inappropriate touches of a sexual nature by a child, youth or teen as well as staff, volunteers towards another child, youth or teen will not tolerated. Based on this premise, CY&TP staff and Family Child Care (FCC) providers may need to appropriately respond to situations involving inappropriate physical contact initiated by a child on another child in any CY&T program. For more detailed information, please ask to see our entire touch Policies.

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MEALS AND SNACKS The kitchen team prepares tasty and nutritional meals, which follow USDA guidelines and are approved by the NAVHOSP dietician. Meals and snacks are served at the following times: Breakfast Lunch Afternoon Snack Late Snack

0800 – 0830 1100 – 1200 1400 – 1500 1700 – 1730

The CDC team members are generally not allowed to hold meals for late arriving children or to serve them prior to leaving early for medical appointments, etc. Parents are to ensure that their children are properly fed if not in attendance during our scheduled serving times. Infants are always fed on demand. Bottles prepared by parents must be labeled with the child’s name and date of preparation. Mixing cereal, Tylenol, or other substances into bottles is strictly prohibited. Parents should provide unopened, factory sealed jars of baby food identified with the child’s name. All unused contents are discarded. All food items served to the children will be prepared at the CDC with the exception of infant bottles and unopened, factory sealed jars of baby food which must be provided by the parent or guardian. Family style dining is practiced for children 12 months and older. Monthly menus are posted at the CDCs. Children with food allergies must have a completed SNERT or IAT done in order to have any food substitution. We support religious preferences by ensuring a child does not eat the item. An appropriate substitution will be made based on USDA guidelines. Parents are welcome to eat as many meals and snacks as possible with their child. There is no additional fee for parents to dine with us. We do ask that you inform your child’s provider in the morning if you plan to join us for a meal. This will ensure that our kitchen team provides the classroom with the additional food and utensils that will make your dining experience a pleasurable one. REST TIME Infants nap or rest on their own individual schedules. Infants shall be placed on their back to sleep, unless a physician provides a signed release. Older children are provided with a sanitized cot or mat, sheet and blanket for rest time, approximately 1145 – 1400. 22 (Updated 20 June 2014)

Children who cannot rest or sleep will be allowed to participate in quiet activities that do not disturb others who are sleeping. Parents are encouraged to bring children in for care prior to rest time in order to minimize disruption to the other children. TOILET TRAINING Toilet training is a major milestone in your child’s life. Parents and care providers need to work together to ensure success for your child. Our goal is to be consistent in working together to ensure that the children have successful toileting experiences at the CDC. Generally, toilet training is a process of learning to control their bodies. When a child begins to show signs of readiness (i.e. dry after nap, seems to be aware of bodily functions, can dress and undress themselves, etc.) is when toilet training should be initiated. If your child does not show an interest in toilet training, the training should be postponed until an interest is shown. Toilet training at the Center begins in the Toddler (~2-3 years of age) module and is supported in collaboration with parents and facility trainers. Parents are responsible for providing enough diapers during the toilet training period. We cannot accept children in the Center if not enough diapers and changes of clothing are on hand. Each child should have many changes of clothes each day in case of accidents. Wet or soiled clothing will be placed in a plastic bag and sealed. Care providers will attempt to dispose of any firm bowel movement in underclothing. For health reasons, care providers will not rinse dirty garments. If this is a concern for parents, we recommend using pull-ups or disposable training pants. BEHAVIOR GUIDANCE Children are expected to be considerate of others and maintain materials properly. Each child is treated with respect and is assisted in expressing their feelings. Corporal punishment is prohibited within the CDC and on the premises. Parents must abide by this guidance at the Center as well. Our initial effort is to redirect the child from the inappropriate behavior to other activities. If we need parental assistance, we may contact you to pick up your child for the remainder of the day. If this occurs, there is a 60-minute window from the time you are contacted to pick up your child. If a pattern of harmful behavior develops, the next step is to work as a team with parents to put together a behavior support plan. Lastly, a child may be excluded from the CDC when behaviors are detrimental to the other children or CDC team members and unable to be resolved. Biting, fighting, hitting, and abusive language will not be permitted.

23 (Updated 20 June 2014)

BITING GUIDANCE Biting is quite common among young children. It happens for different reasons with different children and under different circumstances. The first step in learning to control it is to look at why it may be happening. Biting can be an uncomfortable issue for parents. Parents of a child who is bitten are often outraged and angry. Parents of the biter may feel embarrassed and frustrated. To ensure confidentiality, children’s names are not included in the incident reports for parents. We may share resources about the causes of biting to assist them in keeping biting in its proper perspective. We will develop a behavior support plan or shadowing plan with parents for controlling the biting situation. Part of the plan may include picking up your child when he/she bites another child or care provider. As with any disruptive behavior, depending on the severity of the biting, the biting child may be sent home to ensure the safety of the other children. WEATHER POLICIES Outdoor play is a meaningful element of a child’s development. Each classroom is scheduled to go outside twice each day. Please dress your child according to the weather. The children will remain inside during inclement weather. Hot weather conditions and outdoor play: Green Flag: All outdoor activities allowed. Yellow Flag: No infants outside; pretoddlers outside for 15 minutes; toddlers and preschoolers allowed outside for 20 minutes. Red Flag: No infants and pretoddlers outside; toddlers and preschoolers allowed outside for 15 minutes. Black Flag: No outdoor activity. FIELD TRIPS Field trips are taken occasionally as part of the planned learning activities. Parents are always encouraged to participate in our field trips. Sometimes, we may require a child’s parents to go on a field trip in order for that child to participate. PARENT ADVISORY BOARD (PAB) Parents are encouraged to participate in our program by becoming an active member of the Parents Advisory Board (PAB) for the Children, Youth & Teen Programs at their respective camp. 24 (Updated 20 June 2014)

Please see the CDC Director if you would like to get involved. All parents are encouraged to attend the meetings. This is a great time to discuss and put together action plans to alleviate concerns. HOW PARENTS CAN HELP Parents must sign their child in and out at the Front Desk and again in the child’s assigned classroom. This is done to maintain accountability in an emergency evacuation. Please refrain from permitting your child to bring gum, candy, food, or personal toys to the CDC. These items are disruptive to the routine of the group. A special blanket or another “soft” item, which offers security, is a great addition during naptime for children over 12 months of age. The CDC is not responsible for lost or damaged toys, books, or other personal items. Dress your child for success: Please bring your child to the CDC in clothes that are appropriate for messy activities, such as finger-painting and playing in “dirt.” Children are most comfortable in sturdy, simple clothing. An extra set of clothing, complete with socks and underpants, should be labeled and kept at the CDC for children of all ages. Being a child is a messy and sometimes “dirty” job. Even 3, 4, and 5 year olds have accidents, such as spilling milk. We want to protect children’s toes, so no open toe or strapless shoes are permitted. And for our wee little ones, enough diapers and wipes should be on hand at all times. The children participate in outdoor play on most days, including the winter months. Please provide your child with the appropriate clothing during the various seasons. Celebrating birthdays and other special occasions: These types of activities need to be coordinated with the module’s program technician and your child’s primary caregiver. In keeping with our policy of serving meals and snacks which meet USDA guidelines, we promote a nutritious cooking experience such as fruits and vegetables, which the children may help prepare for snack, to celebrate birthdays and other special occasions. Parents are welcome to bring nonfood items that are age appropriate and within our guidelines, in celebration of birthdays and other special events. Ask your child’s primary provider for more information concerning appropriate nonfood items. Balloons can become a choking hazard; therefore, cannot be a part of a celebration. Parental involvement in the program helps us provide exceptional care to the children. We welcome visits from parents, and encourage participation in all of our activities. Parents and children are expected to follow established policies, operating instructions, and contracts. Courtesy to CDC team members, other parents and children is expected. Parents may request a conference with providers or the CDC Director at anytime. Questions, concerns, and suggestions should be brought to the attention of the CDC Director for a quick 25 (Updated 20 June 2014)

resolution. Satisfactory resolution of problems occurs more quickly when facts are fresh. No concern is too minor to bring to our attention. Our goal is to meet the needs of your children and by working together we can make the CDC the best it can be. The CDC team members enjoy and appreciate constructive suggestions. Compliments are also welcomed. Stop by our Parent Information Center, located in the CDC lobby, for additional information and resources. TIPS FOR LEAVING YOUR CHILD AT THE CDC Children need the opportunity to adjust to new environments. To assist with your child’s transition to the CDC, bring him/her for a visit, stay and play (investigate and explore) for an hour or so. Introduce your child to the CDC team members and children in the classroom. Routines are extremely important. Establish a daily routine for dropping off and picking up your child each day. When dropping off your child, be cheerful. Reassure your child that you will pick him/her up. Look at the daily schedule in the room, and then associate the pick-up time with an activity, such as, “I will pick you up after your afternoon playground time.” If your child is having a difficult time, do not sneak out when your child is not looking. This may foster feelings of fear and abandonment. Stay with your child until he/she calms down. Please notify the CDC team members if you will be picking up your child at a different time, such as for a doctor’s appointment. This helps ensure they are ready when you arrive. Remember to talk to your child’s provider or CDC Director if you have concerns. REPORTING CHILD ABUSE & NEGLECT ALLEGATIONS Reporting during and after duty hours CYTP personnel, FCC providers, regular CYTP volunteers and parents will report any case of suspected child abuse/neglect, regardless of the sponsor's branch of service, directly to Provost Marshall’s Office at 645-7442 or the Family Advocacy Program (FAP) Office at 6452915. Upon receipt of a report from an individual listed above, the CYTP Supervisor or the Family Advocacy Program Manager (FAPM) will notify the MCCS FCB Chief or designee if the allegation involves a CYTP personnel or FCC provider. If the MCCS FCB Chief or designee is not available, the MCCS FAPM or designee will contact the Deputy Assistant Chief of Staff, MCCS. When the alleged offender is a CYTP employee, FCC provider, or regular CYTP volunteer, the MCCS FCB Chief will ensure that the employee, provider, or volunteer is immediately 26 (Updated 20 June 2014)

removed from caring for children and coordinate the involvement of PMO, FAP, and other agencies to carry out an investigation. The MCCS FCB Chief will also ensure that all relevant parties are notified and kept informed of the situation and any pending administrative actions. CONTACT INFORMATION Chura Warabi Center (Courtney Child Development Center)

622-7751

Chimugukuru Center (Foster Child Development Center I)

645-3846

Ashibina Center (Foster Child Development Center II)

645-5072

Yuimaru Center (Kinser Child Development Center)

637-2293

Resource & Referral Office

645-4117

We Exist to Support Our Little Heroes! 27 (Updated 20 June 2014)