A little bit about us…

Cathy’s Care Family Child Care, established in 1992, is a regulated family child care home located in Anne Arundel County, Maryland. I offer a schedule based on your work schedule and travel time.  My hours are 7:30am-4:30pm.  I offer full and part time care. Full time care for ages 2 and older begins at $250 per week; Part-time care is $70 per day.  I participate in the Child and Adult Care Food Program and I provide all meals and snacks.

I provide continuity of care and a structured program in a family environment – allowing children to experience “the best of both worlds” when comparing home care and center care.

Registration Information

The first step in the registration process is to schedule an interview. This can be scheduled at your convenience. This will be your opportunity to meet me and visit my home. We will review the contract, discuss hours and fees and discuss your needs. After the initial interview, it is up to the client to contact me if they are interested in a second interview. During the second interview we will complete the contract and you will pay the registration fee. At this point I will give you all the forms that need to be completed prior to your child beginning in care. At this point, your child is registered to begin care on your assigned date. It is recommended that children receive a staggered entrance into child care. This would be the time to schedule those initial visits prior to the actual start date, if schedules permit.

Registration Fee:
A registration fee is required. This is a non-refundable fee used to hold your child’s “spot” until their scheduled start date. The fee is $300. If your child fails to start on their assigned start date, the fee is forfeited and the “spot” will be lost.

Daily Schedule

This Schedule may be changed to meet the needs of individual children.

This Schedule may be changed to meet the needs of individual children.

Arrival Free Play – This allows for transition to the child care setting. Several activities are set up, such as puzzles, books and writing activities, and the play room is open to allow children to choose an area for free play.
Transition* Children clean up and take care of personal needs – music is used to aid in this transition as they prepare for breakfast.  They help prepare and set up for breakfast.
Breakfast – 9:00am Meals are served and adhere to the guidelines established by the Child and Adult Care Food Program.
Learning Centers Children have the choice of area to play.  I am there to assist in any way they may need, either in parallel play or by providing guidance and prompts.
Transition* Children transition to preschool through verbal and visual prompts, such as the daily schedule.
Pre-School We begin with The Pledge of Allegiance, Good Morning Song, Weather, Calendar, Days of the Week Song, and Apple Tree Song. We then have our lesson and stories.  Lessons incorporate a variety of delivery styles to meet the diverse learning styles of the children in care.  All lesson plans incorporate differentiated instruction to meet each child at their point of need.  15 minutes of reading s included.
Transition* Children take care of their personal needs and prepare to go outside.  Music is used as a transition tool, as well as verbal and visual prompts.
Outdoor Play* Children engage in gross motor play. Our goal is to move and engage in a variety of activities that promote an active lifestyle. There are planned activities as well as the opportunity for free choice.
Transition* Children transition to lunch through verbal prompts and music. They take care of personal needs and help prepare and set up for lunch.
Lunch – 12:00noon Meals are served and adhere to the guidelines established by the Child and Adult Care Food Program.
Transition* Children transition to story and nap through verbal and visual prompts.  Children take care of personal needs.
Reading/Rest Provider reads to the children as they prepare to rest.  Children nap as their personal schedule permits.
Transition* As children awake, they take care of their personal needs and prepare for their afternoon snack.
Snack – 3:00pm Snacks are served and adhere to the guidelines established by the Child and Adult Care Food Program.
Transition* Children transition to outdoor play through stories reflecting movement and play.
Outdoor Play Children engage in gross motor play.  Our goal is to move and engage in a variety of activities that promote an active lifestyle. There are planned activities as well as the opportunity for free choice.
Transition* Verbal prompts transition the children to indoor group activity time.  Children come inside and take care of their personal needs and proceed to the end of day group closing activity.
Closing Group Children engage in a group activity recalling events and activities of the day.
Transition* As the pick-up time nears for each child, that child is prompted to prepare for leaving by cleaning up, gathering their personal belongings and saying good-bye to their classmates.
  • Transitional strategies are developed and implemented based on the individual needs of the children in care.
  • All children will go outside, weather permitting. Please dress them accordingly.
  • Infants and young toddlers follow their own schedule. Developmental activities are provided based on the individual needs of the child.
  • Children with special needs adhere to the above schedule as they are able. Developmentally appropriate activities are provided as indicated by their individual needs.
  • Currently no IFSP/IEP on file for any child enrolled

Generic Contract

CATHY’S CARE CONTRACT 2022

SCHEDULE AND FINANCIAL ARRANGEMENTS

 

I offer flexible hours of operation.  My hours of operation are written into each contract individually based on the hours you work, and the travel time required.  These are the hours that my service is available to you.

 

  1.  This arrangement is between Cathy P. Ross (Provider) and _____________________ (Parent) for child care of ______________________ , provided at ____ Oakwood Road, Glen Burnie, MD 21061, ________. Benjamin Ross and Sarah Brenna are approved as substitutes.
  2. Day and time of child’s arrival and departure are _________________________. These hours may not vary unless prior arrangements have been made (at least 24 hours).
  3. Charge per day is $70 and charge for a full week is $300 for an infant and $250 for a child 2 and over. There is a four-week trial period.  Either party may terminate services at any time during the initial four weeks without any further obligation.   After the 4 week trial period, a 4 week notice is required should the client want to terminate care.  The Provider may terminate at will.
  4. There is a Registration Fee of $300. This fee is used to hold your child’s spot in childcare.  Your child is scheduled to begin care on ___________________.  Payment for services is due on _____________________.  If payment is not made by the due date, care will not begin, and the spot will be forfeited.
  5. Payment is due on Friday, prior to the week service is provided. Payment may be made by cash or online via PayPal, Cashapp, or Venmo. Non-payment of fees will result in a $50 late fee as well as suspension of childcare services until fees are brought current.  Payment is due in full regardless of child’s attendance.
  6. LATE FEE – There is a late fee of $15 per child for the first 15 minutes a parent is late picking up their child and $15 for every 15 minutes after that. This fee is due the day the lateness occurs.  This late fee is assessed in all cases.  Calling to say you will be late is appreciated; however, the late fees will be assessed.
  7. COVID-19 UPDATES – I have received the most recent guidance regarding child care during this pandemic.
  8. I have received a copy of Cathy’s Care Handbook and it is also available on the website at www.CathysCare.com.

SIGNATURES

 

By signing this contract, you are agreeing to the terms in the Cathy’s Care Handbook and the above schedule and financial arrangements

 

Cathy P. Ross, Provider

 

Parent/Guardian

Teacher's Contract

Cathy’s Care Contract 2021-2022
(Teachers)

SCHEDULE AND FINANCIAL ARRANGEMENTS

I offer flexible hours of operation.  My hours of operation are written into each contract individually based on the hours you work and the travel time required.  These are the hours that my service is available to you.

  1. This arrangement is between Cathy P. Ross (Provider) and (Parents) for child care of , provided at 7982 Oakwood Road, Glen Burnie, MD 21061, Cell 410-###-####.   Benjamin Ross and Sarah Brenna are approved as substitutes.
  2. Time of child’s arrival and departure shall be: ##:## .
  3. Charge per week is $##. There is a four-week trial period. Either party may terminate services at any time during the initial four weeks without any further obligation. There is no charge for the teacher summer break, however charges are due for each week during the school year.
  4. There is a Registration Fee of $##. This fee is used to hold your child’s spot in child care. Your child is scheduled to begin care on  ##/##/####.  Payment for services is due on ##/##/####. If payment is not made by the due date, care will not begin and the spot will be forfeited.
  5. Payment is due on Friday, prior to the week of service.  Payment can be made by cash or online via CashApp, Venmo or Paypal.  Non-payment of fees will result in a $50 late fee as well as suspension of child care services until fees are brought current.  Payment is due in full regardless of child’s attendance.
  6. I have received the most recent update regarding COVID-19 and child care.
  7. I have received a copy of Cathy’s Care Handbook and it is also available on the website at CathysCare.com.

THE ABOVE CONTRACT IS IN FULL FORCE THROUGH THE CURRENT SCHOOL YEAR ONCE ALL PARTIES HAVE SIGNED.  THIS CONTRACT WILL BE RENEWED/REVISED EACH SCHOOL YEAR.

SIDS Addendum

SIDS Addendum

Addendum for Parents of Infants 0-12 Months

 Providing your infant with a safe environment in which to grow and learn is of extreme importance to me. To that end, I have implemented policies and procedures to create a safe sleep environment for your infant.

I follow the recommendation of the American Academy of Pediatrics (AAP) and the Consumer Safety Commission for safe sleep environments to reduce the risk of Sudden Infant Death Syndrome (SIDS). SIDS is “the sudden death of an infant under 1 year of age, which remains unexplained after a thorough case investigation, including the performance of a complete autopsy, examination of the death scene, and review of the clinical history.”

My written policy is as follows:

  1. All infants will be placed on their backs in approved sleeping areas unless alternate sleep position is needed for a medical reason and a written note from the infant’s health professional is provided.
  2. Per the CCA regulations, sleeping infants will be physically monitored every 15 minutes.
  3. Infants will not sleep on water beds, sofas, soft mattresses, or other soft surfaces.
  4. Soft materials such as pillows, quilts, conforters, sheepskins, stuffed toys, and loose bedding will not be placed in infants’ sleep environment.
  5. Infants will not share a sleeping space.
  6. Infants will remain lightly clothed and comfortable while sleeping.
  7. Supervised “tummy time” will be observed while infant is awake.
  8. No smoking is allowed.

Since the start of the 1994 national campaign that provided guidelines for parents, health professionals, and other caregivers to place infants on their backs to sleep, the number of infants dying from SIDS has decreased by 42%.

Cathy's Care Handbook

 

CATHY’S CARE HANDBOOK 2022

REGISTRATION # 256642

LEVEL 6 MARYLAND CREDENTIAL

MARYLAND EXCELS

PROFESSIONALISM

 I have chosen as my profession the field of family childcare.  I began this career in 1992.  I love what I do.  I am honored that you have chosen me to care for your child.  In addition to being registered by the Office of Child Care, State of Maryland, as a licensed family childcare provider, I also hold a Level 6 Credential and participate in MD EXELS.  I earned my bachelor’s degree in Early Childhood Education/Special Education with Teaching Certification at Washington Adventist University in 2012.

The Maryland Child Care Credential is a voluntary program that recognizes childcare providers who go beyond the requirements of State licensing and registration regulations.  There are six credential levels, each one recognizing a childcare provider’s achievement of a specified number of training hours, years of experience and professional activities which lead to quality childcare.  Participating providers complete training in topic areas to develop the knowledge and skills they need to provide the highest quality care for the children and families they serve.  The Credential is valid for one year and may be renewed annually.  I am a level 6 and I have had my credential since 2001.

Maryland EXCELS is a voluntary Quality Rating and Improvement System (QRIS). A QRIS is a program that awards ratings to family providers, center-based and public-school childcare programs, and school age before and after school programs that meet increasingly higher standards of quality in key areas.  Maryland EXCELS includes standards in different areas of early care and education, including licensing, learning environments, staffing and professional development, developmentally appropriate learning and program practices, child assessment, program administration and policies, and accreditation.

PHILOSOPHY

I offer an inclusive childcare program for children from birth through age 8.  I believe that children learn by doing – that they learn by experiencing life through all their senses.  I provide opportunities for learning through play, family engagement events, preschool activities, and outdoor experiences.  All activities and materials are developmentally appropriate for the ages and stages of each child enrolled or are adapted to meet their individual needs.

Our curriculum encompasses the whole child and reaches all 7 domains (social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health).  I utilize the MSDE approved curriculum for Family Child Care, Creative Curriculum for Family Child Care as well as the MSDE approved curriculum Little Treasures from Macmillan/McGraw-Hill Publishing (http://reading.macmillanmh.com/ltreasures/).  I also refer to the MD Early Learning Standards for Pre-K for each academic domain as supported by MSDE.  The curriculum is also supplemented with My Big World with Clifford, a Scholastic resource.  These resources are used when developing our curriculum.  The curriculum is then developed further to meet the needs of individual children enrolled in the program.  The cultural background of each child, including their primary language as well as the language spoken at home, are incorporated into our curriculum and activities.  Lessons are developed based on the interests and skills of the children in care and incorporate multiple learning experiences.  Differentiation is included based on the individual needs of the child.  For children with an IFSP/IEP, these documents are used to develop individuated lesson plans.  For children under the age of two, Ages and Stages and Healthy Beginnings are the tools used to provide developmentally appropriate activities based on the individual needs of each child.  Activities are based on the child’s age, abilities, strengths and weaknesses, cultural and social background and personal interests.  I have extensive education and experience in working with children with special needs.

Research has confirmed that children do their most important learning before age 5.  That is why emergent literacy is a vital component of our program.  Anytime is a time for learning, growing, and developing the skills necessary for living a full life.  Children learn at different levels and abilities, and it is important to provide them with developmentally appropriate tools for learning.  We have fun and we learn.  We value manners and we respect each other.  Personal and social skills are woven into the curriculum as well as cognitive and physical development.

Throughout any given day, I use a variety of teaching styles.  I use teacher-directed style when I am introducing a new activity at pre-school.  I use modeling to introduce a new finger play.  I use scaffolding to help a child build on what they can already do.  I use play-based teaching daily to teach concepts from all seven domains.  Regardless of the style used, I focus on asking open-ended questions, challenging questions, visual as well as verbal cues and a variety of cues for transitions.  I am warm and nurturing towards the children in my care.  Building trust is the foundation of my program.

I believe an effective teacher is a caring teacher.  You must show care and concern for each child in your care.  Also, an effective teacher must possess the skills necessary to impart essential knowledge to each student.  I find these two components to be essential in conveying information to students.

REGISTRATION INFORMATION

Registration Process: The first step in the registration process is to schedule an interview. This can be scheduled at your convenience. This will be your opportunity to meet me and visit my home. We will review the contract, discuss hours and fees, and discuss your needs. After the initial interview, it is up to the client to contact me if they are interested in a second interview. During the second interview we will complete the contract and you will pay the registration fee. At this point I will give you all the forms that need to be completed prior to your child beginning in care. At this point, your child is registered to begin care on your assigned date.  It is recommended that children receive a staggered entrance into childcare.  This would be the time to schedule those initial visits prior to the actual start date if schedules permit.

Registration Fee – A registration fee is required. This is a non-refundable fee used to hold your child’s “spot” until their scheduled start date. The fee is $300. If your child fails to start on their assigned start date, the fee is forfeited, and the “spot” will be lost.

Initial Trial Period – Each child has an initial trial period of four weeks.  During this time, service may be terminated by either the parent or provider without any further obligation.  No fees will be refunded.

I WILL PROVIDE THE FOLLOWING:

  1. A loving environment in which your child can grow and develop.
  2. Planned activities incorporating all 7 domains of early childhood education.
  3. Meals and snacks that are approved by the USDA
  4. Comfortable space for nursing mothers to feed their babies. (Due to COVID19 regulations, parents are prohibited from entering the facility.)
  5. Sleeping facilities, highchair, pack & play, toys, books, etc.

 

PARENTS/GUARDIANS WILL PROVIDE THE FOLLOWING:

  1. An extra set of clothing for each child.
  2. Adequate diapers and wipes.
  3. Completed Enrollment Forms, Medical Forms and Emergency Card. These MUST be updated annually.

 

DAILY SCHEDULE – May be adjusted to meet the needs of individual children

Arrival                        Free Play – This allows for transition to the childcare setting.                                                  Several activities are set up, such as puzzles, books and writing                                                activities, and the playroom is open to allow children to choose an                                      area for free play.

Transition*                 Children clean up and take care of personal needs – music is used                                         to aid in this transition as they prepare for breakfast.

Breakfast – 9:00         Meals are served and adhere to the guidelines                                                                       established by the Child and Adult Care Food Program

Learning Centers        Children have the choice of area to play.  I am there to assist in any                              way they may need, either in parallel play or by providing                                                   guidance and prompts.

Transition*                 Children transition to preschool through visual                                                                     prompts, such as the daily schedule.

Pre-School                  We begin with The Pledge of Allegiance, Good Morning Song,                                                 Weather, Calendar, Days of the Week Song, and Apple Tree Song.                              We then have our lesson and stories.  Lessons incorporate a variety                           of delivery styles to meet the diverse learning styles of the children                           in care.  All lesson plans incorporate differentiated instruction to                                        meet each child at their point of need.  15 minutes of reading is                                               included.

Transition*                 Children take care of their personal needs and prepare to go                                                 outside.  Music is used as a transition tool, as well as verbal and                                           visual prompts.

Outdoor Play* *          Children engage in gross motor play.  Our goal is to move and                                                 engage in a variety of activities that promote an active lifestyle.                                              There are planned activities as well as the opportunity for free                                        choice.

Transition*                 Children transition to lunch through verbal prompts and music.                                                  They take care of personal needs.

Lunch – 12:00             Meals are served and adhere to the guidelines established by the Child and Adult Care Food Program

Transition*                 Children transition to story and nap through verbal and visual                                                 prompts.  Children take care of personal needs.

Reading/Rest              Provider reads to the children as they prepare to rest.  Children nap                              as their personal schedule permits.

Transition*                 As children awake, they take care of their personal needs and                                                 prepare for their afternoon snack.

Snack – 3:00pm          Snacks are served and adhere to the guidelines established by the Child and Adult Care Food Program.

Transition*                 Children transition to outdoor play through stories reflecting                                                 movement and play

Outdoor Play              Children engage in gross motor play.  Our goal is to move and                                                 engage in a variety of activities that promote an active lifestyle.                                              There are planned activities as well as the opportunity for free                                        choice.

Transition*                 Verbal prompts transition children to indoor group activity time.  Children come inside and take care of their personal needs.

Closing Group            Children engage in a group activity recalling events and activities of the day.

Transition*                 As the pick-up time nears for each child, that child is prompted to                                             prepare for leaving by cleaning up, gathering their personal                                                          belongings, and saying good-bye to their classmates.

 

THERE ARE CURRENTLY ______ IFSP/IEP’s ON FILE.

*Transitional strategies are developed and implemented based on the individual needs of the children in care.

**All children will go outside, weather permitting.  Please dress them accordingly.

***Infants and young toddlers follow their own schedule.  Developmental activities are provided based on the individual needs of the child.

****Children with special needs adhere to the above schedule as they are able.  Developmentally appropriate activities are provided as indicated by their individual needs.

 

 

 

RATES

 

Rates are written into each contract individually, dependent upon the schedule of services provided.  Full time infant rates begin at $300 per child per week and full time “two and older” rates begin at $250 per child.  Part time rate is $70 per day, with a minimum of two days per week, per child.  Payment is due regardless of attendance*.

I also offer “drop-in” and “back-up” childcare.  The earlier you schedule, the greater the likelihood I will have the opening.  The rates are the same as those noted above.

 

COVID CLOSURES

 

If the childcare must close due to COVID, days 1-14 are required to be paid at ½ rate.  Any closure longer than 14 days will be at no cost.

 

DATES I AM CLOSED IN 2022

 

ALL FEDERAL HOLIDAYS ARE PAID HOLIDAYS, in addition:

3/7-11

3/28-4/6

5/20-30

6/15-17

7/1-8

7/29-8/5

8/10-19

9/19-23

11/21-26 – Thanksgiving Break

12/23-01/03/2023 – Christmas Break

 

GENERAL INFORMATION

DURING THE COVID-19 PANDEMIC, MANY OF THESE PROCEDURES HAVE BEEN ADJUSTED TO ADHERE TO THE GUIDELINES PROVIDED BY MSDE.  DROP OFF AND PICK UP MUST BE DONE OUTSIDE.  PARENTS MAY NOT ENTER THE FACILITY.  THERE IS A HEALTH SCREENING AND TEMPERATURE CHECK EACH DAY AT DROP OFF.  IF A CHILD BECOMES SICK, THEY MUST BE PICKED UP IMMEDIATELY.

  1. I provide an inclusive childcare program. ALL children are welcome.

 

  1. Communication – You may reach me in a variety of ways:

Cell phone/text – 410-245-3272

FAX – 410-553-6694

E-mail – Cathy@CathysCare.com

I provide a monthly newsletter sent via e-mail.  A paper copy is also provided, one is placed on the bulletin board and one is on the “Parent’s Page” of the website at www.CathysCare.com.   Correspondence to clients may be sent via e-mail, text or phone call, depending on the preference of the client.

 

  1. Four weeks advance notice must be given for termination of services by the client after the initial trial period. Payment for the final four weeks is required regardless of the child’s attendance.   Provider may terminate contract at will.

 

  1. LATE FEE – There is a late fee of $15 per child for the first 15 minutes a parent is late picking up their child and $15 for every 15 minutes after that. This fee is due the day the lateness occurs.  This late fee is assessed in all cases.  Calling to say you will be late is appreciated; however, the late fees will be assessed.

 

  1. I do not provide childcare to children that are ill. Children with a fever, vomiting, having diarrhea, or exhibiting any other symptoms of illness will not be accepted*.  Do not give your child a fever reducer before bringing them to childcare.  Any medication you have given your child within the last 24 hours must be recorded on the sign-in sheet.  Failure to do so may result in immediate termination of services by the provider.

 

  1. If children become ill during the day, parents will be notified and are required to pick up their child IMMEDIATELY. It is your responsibility to have arrangements in place for someone to pick up a child that becomes ill.  Children must be free of all symptoms for a complete 24 hours before returning to childcare*.

*A doctor’s note may be required before the child can return to childcare.  I will notify parents on an individual basis if this is required.

 

  1. Immunizations should be scheduled for the afternoon or on a day the child has off. I will not accept a child in care who has received immunizations on the same day.

 

  1. Medication will not be dispensed without written authorization from the parent or guardian. This must include the name of the child, name of medication, dosage, and time to be given.  The medication must be in the original container with the child’s name on the label.  If children are prescribed an antibiotic, they are required to be on the antibiotic for a complete 24 hours before returning to childcare.  If the doctor instructs you to use an over the counter medication, I must have a note from the doctor to indicate the medicine, dosage, time to be given and duration of treatment.  Please put a note in the sign-in book when leaving a medication.

 

  1. All parents must sign their children in and out and record COVID required information.

 

  1. Family Engagement – COVID RESTRICTIONS APPLY – Families are encouraged to participate in our program as they are able. Family members are encouraged to visit their child at any time.  Opportunities include guest reader, quarterly family activity events, attending parties both on and off site, providing supplies, fundraising, making copies, and other opportunities as they arise.

 

  1. Positive Guidance – I use positive behavioral supports and strategies with children that include providing choices, using redirection, and clear rules and expectations.   Visual supports are used to encourage appropriate behavior.  Motivational strategies, transition strategies and conflict resolution strategies are also in place.  Offering choices to children is a proactive behavioral strategy that gives children a sense of empowerment and control in their environment.  At the same time, choices foster children’s development of responsibility and independence.  Children are provided with many opportunities to make choices throughout the day, including meals and snacks, where to play, where to sit, and what materials to use.  Redirection is a positive behavioral support technique where I change the focus or direction from a negative behavior or experience to a positive one.  There are four techniques for redirection:  verbal, physical, verbal with a visual cue, and redirection of attention to a positive role model.  Clear rules and expectations provide guidelines for children on how to manage their behavior.  Clear rules and expectations are developed each year with input from the children.  Understanding there are consistent and predictable limits within the environment help children feel more secure and safe.

 

  1. Sunscreen Authorization – You give permission for me to apply/assist in applying sunscreen to your child. The parent is required by MSDE to provide the sunscreen.13.  Photograph Agreement – You give permission for your child to be photographed.  These pictures will be used to demonstrate the activities your child has participated in.

 

  1. Touch Policy – Child care providers and parents teach safe touching by modeling appropriate touch for the children. Appropriate touch considers respect for the personal privacy and personal space of others. Appropriate touch considers the wishes, safety, health, and wellbeing of the child. Inappropriate touch violates a child’s right and is a form of exploitation of the child’s lack of knowledge of touching.  Using appropriate touch keeps children safe and protected.  Touching is a learning experience which teaches young children cooperation and self-control.

 

  1. Safe Nap Policy – Children under the age of 1 nap on their backs in a Pack and Play or crib within sight and sound of the provider. Children over 12 months of age are transitioned to a sleeping bag.  Children 12 months to two years of age can remain in the pack and play or crib with a signed request from their parent/guardian.

 

  1. Nutrition/Physical Education Policy – I provide support for breastfeeding clients. I provide a comfortable area for clients to nurse their children and follow safety procedures for storing and using breast milk.  I provide all meals and snacks, including infant formula.  I participate in the Child and Adult Care Food Program.  CACFP provides aid to child and adult care institutions and family or group childcare homes for the provision of nutritious foods that contribute to the wellness, healthy growth, and development of young children.  Children are provided multiple opportunities throughout the day for active physical movement and gross motor play.

 

  1. Pick-Up Policy – Children will only be released to those individuals listed on the Emergency Form once they have provided proper identification. In an emergency, a text message will suffice to allow another individual to pick up – they will still need to provide ID.  If someone attempts to pick up a child while they are under the influence of alcohol or drugs, the appropriate steps will be taken following MSDE regulations.

 

  1. Parent/Provider Conferences and Transitions – Conferences are scheduled and conducted on a semi-annual basis (October and April). Children four years of age begin the process of transitioning to kindergarten.  This includes out-of-area transfer information, home school information, registration information, IFSP/Special Needs information, and portfolio and assessment information.  With the permission of the parent, provider is available to discuss assessment information with future teacher.

 

  1. Observation Practices and Developmental Screenings – Screenings are conducted by the provider within 90 days of enrollment. Thereafter, screenings are conducted semi-annually – prior to parent/provider conferences.  Screening/Observation tools used include the Ages and Stages Questionnaire and the CDC Ages and Stages Developmental Milestones.  The provider uses both formal and informal observations.  Observations include anecdotal notes, checklists, and portfolios.  Results are shared during the semi-annual parent/provider conferences.

 

  1. Media Policy – Due to recent research on the effects of screen time (Passive and Interactive) as it relates to the development of children, I have initiated a media policy. There is no screen time for children under 2.  Children 2 and over may have limited screen time that relates directly to, and enhances, their daily learning experiences (Limited to no more than 30 minutes of passive technology per week).  For children under the age of two, alternate developmentally appropriate activities are provided to meet the needs of the individual child.

 

  1. Technology Education – Technology Education is incorporated in the curriculum planning process. Children over age 2 are exposed to computers, keyboards, a mouse, and touch screens through a variety of educational software and programs.  All applications are developmentally appropriate and structured throughout the seven domains of early childhood education.
  2. Curriculum and Learning Materials – Our curriculum encompasses the whole child and reaches all 7 domains (social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health). I utilize the MSDE approved Curriculum for Family Child Care, “Little Treasures”, and the Teaching Strategies “Creative Curriculum for Family Child Care”.  I also refer to the MD Early Learning Standards for Pre-K for each academic domain and the Developmental Milestone Checklist provided by the CDC.  For children under the age of two, Ages and Stages and Healthy Beginnings are the tools used to provide developmentally appropriate activities.  The curriculum is then developed further to meet the individual needs of each child enrolled in the program through observation and assessment, both formal and informal.  The cultural background of each child, including their primary language as well as the language spoken at home, are incorporated into our curriculum and activities with the help of the information gleaned from the intake form completed by the family at enrollment.  Activities are based on the curriculum as well as the child’s age, abilities, strengths and weaknesses, cultural and social background, and personal interests which are determined through observations and assessments conducted by the provider and information provided by the child and family.  The curriculum is modified to meet the developmental needs of all students through differentiation of instruction.  All activities, materials and instruction are developmentally appropriate for the ages and stages of each child enrolled or are adapted to meet their individual needs based on observations and assessments.

Materials are developmentally appropriate.  Toys, Furniture, and equipment are appropriate for the age and ability of the children in care.  Observations and assessments, both formal and informal, are used to determine developmentally appropriate materials.  Materials are accessible.  Toys and equipment are available within reach of the children.  All children can select and return materials by themselves.  A variety of materials are available and adapted to meet the needs of individual children based upon observation and assessment.  Materials reflect children’s interests.  Materials are rotated to match the interests of the children and to promote the importance of their thoughts and ideas.  Selecting materials based on children’s interest adds a level of motivation for engaging in play and learning activities.  Observations and assessments conducted by the provider, with input from the child and family, allow for appropriate toy rotation. Learning materials support children of all abilities.  Materials are selected and adapted to allow every child an opportunity to participate fully in all aspects of the program.  Observation and assessment methods, along with input from the child and family, are used to determine the developmental levels and skills of each child as it relates to determining appropriate materials.  Additional supports are provided to assist each child in meeting challenges and experiencing successes in the program.

I use a variety of teaching styles.  I use teacher-directed style when I am introducing a new activity at pre-school.  I use modeling to introduce a new finger play.  I use scaffolding to help a child build on what they can already do.  I use play-based teaching daily to teach concepts from all seven domains.  Regardless of the style used, I focus on asking open-ended questions, challenging questions, visual as well as verbal cues and a variety of cues for transitions.  I am warm and nurturing towards the children in my care.  Building trust is the foundation of my program.  I have extensive education and experience in working with children with special needs.

  1. I am certified by the American Heart Association in CPR and First Aid.

 

  1. I am a member of the following childcare/education organizations:

Anne Arundel County Family Child Care Association, Inc.

Maryland State Family Child Care Association, Inc.

National Association for the Education of Young Children

National Association for Family Child Care

 

 

CLOSINGS

 

On days that I am closed, it is YOUR responsibility to arrange back-up child care.

 

 

  1. Clients are responsible for providing their own back-up childcare when I am closed.

 

  1. Emergency Closings – If I am without water or electricity, I will be closed. I will notify you as soon as possible and I will re-open as soon as possible.  This is a state REQUIREMENT.

 

  1. Weather Related Closings – If schools are delayed, I will open ON TIME. If schools are closed, I am OPEN if you are required to be at work.  Please listen to your local news stations for Anne Arundel County school announcements.  You may also sign up for free email alerts at www.schoolsout.com.  (Select Anne Arundel County).

 

  1. State of Emergency Declarations – When a State of Emergency is issued by local or state officials, I will close immediately and will re-open when the State of Emergency has been lifted.  This is a state REQUIREMENT.

 

  1. Emergency Preparedness – If an emergency “Stay in Place” situation occurs the children will remain in my care until the parent arrives. If an emergency arises and we are “Ordered to leave the home”, we will go to a state approved temporary location.