FAMILY
NEWSLETTER
May 13th - May 17th
TUITION:
DROP OFF/PICK UP
All tuition payments/fees are due in
The parent or other designated adult,
advance for the coming week by
who transports each child to the center,
Friday. If your child is not enrolled on
must sign him/her in and out daily.
with us on Fridays, your tuition is due This is a requirement by the Department
of Public Welfare (DPW), state
the last day of the week that we
regulation and a safety precaution in
care for your child.
case of an emergency.
If the full tuition, is not paid by Monday (or
the first day of care the following week)
BEFORE entering your child into care,
you will be refused care until tuition is
paid. We are not trying to be unpleasant,
but with being a new center, tuition
payments must be deposited in the bank
and be given time to clear to cover
salaries for the teachers that care for your
child.
Parents must bring their child into
the classroom. We understand that
many of you are on your way to work,
but if sign in/out sheets are missing
signatures we will be “out of compliance
with the Department of Public Welfare
and will be fined, as this is a STATE
LAW!
If your account lapses two weeks past
due, your child will be withdrawn from the
program until all fees are paid (Child Care
Consultant clients do not fall under this
rule until funding comes through, we
realize the state is responsible for your
tuition).
Children must be supervised at all
times, by a parent or designated adult,
before entering and after exiting the
classroom. Children are not permitted to
roam throughout the early learning
center unsupervised. This includes the
parking lot! Thank you so much for your
help in ensuring that we are in
compliance with the State Laws!
Full tuition payments are required for all
absences including illness, vacation,
holidays or emergency closings. There are
no exceptions to any payment policy--they cannot be granted.
Family Newsletter Page 2
Spirit Days/Upcoming Events
Fridays will be designated as our
“School Spirit” days. Participation in
school Spirit Days are OPTIONAL, but
encouraged.
Friday, 5/17
 Show and Tell Day
Friday, 5/24
 PJ and Slipper Day (please bring
slippers in a bag)
Monday, 5/27
 Educational Building Blocks is
CLOSED!
 Happy Memorial Day!
Friday, 5/31
 Favorite Hat Day
Coming Soon!
We are in the process of updating our
website! Soon will have the option to
pay your tuition online, using a PayPal
account.
There will be a link located on our
homepage to ensure that this process
is user friendly for all clients! PayPal
also gives you the option to set up an
automatic withdraw from your account.
This option automatically withdrawals
your weekly tuition from your bank
account or charges your tuition to your
credit card
Scholastic Book Orders
Within the next few weeks, your child will be giving you a Scholastic Book Clubs’ ordering form.
We will have a link on our website that you can click on and place an order online using a debit or
credit card. It is OPTIONAL to participate in the Scholastic book orders!! Please remember that
books make wonderful gifts.
At Home Family Connections
Memorial Day Family Games
Memorial Day weekend is a great opportunity for family games. We never out-grow certain games
and activities. Give your child the opportunity to learn fair play and interpersonal development
skills. Start your young child with games like:

High Water-Low Water: Hold a long jump rope for your child to jump over raising it according
to your child’s ability.
 Variations of Duck, Duck Goose.
 Water Balloon Toss.
 Simple Nature and Scavenger Hunts.
 Relay Races
 Tag or Red-Light Green-Light.
As your child’s skills progress, family games like Kick Ball, Dodge Ball, Flash Light Tag, Four
Square, Variations of Charades, many kinds of relays, and of course, Hide and Seek become
favorites for both indoors and outdoors. Talk to your children, listen to your children, and remember
play, play, play with your children! Be creative, make up your own games!
Family Newsletter Page 3
Infant Classroom Highlights
Infants
From the Teachers:
Please remember to have an extra set of clothing in your child’s cubby.
What is My Child Working On?
STANDARD 25.1: SELF CONCEPT (IDENTITY)
`
BIG IDEA: Children see themselves as valuable and worthwhile individuals in
their homes, classrooms and communities.
ESSENTIAL QUESTIONS: How do I know what my preferences are? How do
I develop a positive feeling about myself? How do I grow confident in myself
and my abilities?
ISTANDARD STATEMENT:
• Cry or show pleasure or discontent when familiar adults come and go
• Recognize self and in mirror
EXEMPLARS (EXAMPLES):
The learner will:
• Wave arms or kick to acknowledge a familiar person
• Cry when she/he hears a door bang or loud children
• Repeats a sound or gesture that creates an effect
• Smile when held to mirror
• Cry when a familiar person moves away
SUPPORTIVE PRACTICES:
The adult will:
• Comfort children when hearing loud noises
• Arrange environment to assure children have quiet spaces and times
• Hold child to mirror calling him/her by name, describing body parts
Family Newsletter Page 4
Young Toddler
Classroom Highlights
YOUNG Toddlers
From the Teachers:
With the weather continuing to get nicer every day, our toddlers will be participating in outdoor water
play. Please remember to have an extra set of clothing for your child to get wet in and a towel to dry
off with.
What is My Child Working On?
STANDARD 25.1: SELF CONCEPT (IDENTITY)
BIG IDEA: Children see themselves as valuable and worthwhile individuals in their homes,
classrooms and communities.
`
ESSENTIAL QUESTIONS: How do I know what my preferences are? How do I develop a positive
feeling about myself? How do I grow confident in myself and my abilities?
STANDARD STATEMENT
• Show preference for specific toys or objects
• Show displeasure when unable to exert influence on events
• Make simple choices
• Demonstrate fear or anxiety to strangers or unfamiliar people
• Show or express fear or dislike of previously accepted things or activities
EXEMPLARS (EXAMPLES)
The learner will:
• Take a toy from a teacher’s hand
• Show preference for primary caregivers
• Protest when does not want to do something, such as arches back when doesn’t want to sit in chair
• Recognize that adults respond to cues
• Look to caregiver for recognition when completing a task
• Explore environment, at first in close contact with caregiver and then farther away, as toddler
matures
• Resist ending an activity in which involved
• Choose between the red or blue crayon when asked
SUPPORTIVE PRACTICES
The adult will:
• Play with child, making eye contact, talking and gesturing
• Watch for and support child’s nonverbal cues that indicate his/ her preferences
• Narrate what child sees, hears, and does
• Acknowledge children’s resistance to adult intervention or interference
• Assure consistency of care by assigning the same caregiver or teacher every day
• Continue to offer familiar experiences even when the child chooses not to play with it
Family Newsletter Page 5
OLDER Toddler
Classroom Highlights
OLDER Toddlers
From the Teachers:
Please remember to have an extra set of clothing in your child’s cubby.
What is My Child Working On?
STANDARD 25.1: SELF CONCEPT (IDENTITY)
BIG IDEA:
` Children see themselves as valuable and worthwhile individuals in their
homes, classrooms and communities.
ESSENTIAL QUESTIONS: How do I know what my preferences are? How do I
develop a positive feeling about myself? How do I grow confident in myself and my
abilities?
STANDARD STATEMENT
• Use words that mean self when speaking, such as “Me do it” or “ I can”
• Display possessiveness or jealousy towards others
• Enjoy opportunities to try new activities or materials
• Demonstrate strong preferences for people, toys and activities
EXEMPLARS (EXAMPLES)
The learner will:
• Cling to adult’s leg or hand when a new person approaches
• Keep an eye on a stranger while continuing to play with toy
• Refuse to allow an adult to help even though they cannot complete the task on their
own
• Push another child away to sit on an adult’s lap
• Show interest in new materials that are available in a learning center
• Respond to requests for action such as claps for a song
• Experiment with own abilities by trying new activities and testing limits
SUPPORTIVE PRACTICES
The adult will:
• Comfort fearful children during new experiences, giving them time to acclimate
• Give children time to adjust to new adults in the room
• Gradually introduce a new teacher to a classroom before a familiar adult leaves
• Hold or touch a child while paying attention to another one, acknowledging each
one’s need for attention
• Label children’s possessions and cubby with their names and/or symbols
Family Newsletter Page 6
Preschool / Transitional
kindergarten
Classroom Highlights
Preschoolers / Transitional Kindergarten
From the Teachers:
Art shirts DUE ON FRIDAY!
What is My Child Working On?
STANDARD 25.1: SELF CONCEPT (IDENTITY)
BIG IDEA: Children see themselves as valuable and worthwhile individuals in their homes,
classrooms and communities.
ESSENTIAL QUESTIONS: How do I know what my preferences are? How do I develop a
positive feeling about myself? How do I grow confident in myself and my abilities?
STANDARD STATEMENT
• Demonstrate awareness of self and one’s own preferences
• Know and state independent thoughts and feelings
EXEMPLARS (EXAMPLES)
The learner will:
• Refer to self as “I”
• Participate in self care activities, such as putting on clothes, pouring milk or zipping jacket
• Choose specific activities, toys, foods when given options
• Show preferences for familiar adults and peers
• Show preference for favorite books, activities and toys
• State preferences such as “I like peas” or “I don’t want to play with blocks”
SUPPORTIVE PRACTICES
The adult will:
• Refer to the child by name
• Write or encourage children to write name on papers or pictures
• Provide child with opportunities to make decisions and choices
• Design a daily schedule with a large block of time for child-directed play and learning
• Ask children to share opinions about classroom activities and experiences
• Graph children’s likes and dislikes
• Share enthusiasm and describe child’s abilities and preferences “I see you enjoy building
with the blocks on the floor.”