Daily Program
The preschool program is designed to meet all the needs of a growing child. We provide activities appropriate for the age levels we serve. The highly qualified staff do monthly and weekly planning to create the best possible learning environment for the children and we fu nction within a flexibly structured daily routine that leaves time for play. Learning takes place for young children in many ways and we incorporate all this into the daily curriculum. A copy of each group’s daily routine is posted in the center and is also available either in the registration packet or by request.
Fostering Positive Relationships: (Rev. 1-25-11)
We believe that the relationships young children develop with adults and other children are crucial to early learning and development. Children who have positive relationships with adults that are characterized by warmth, sensitivity and responsiveness are more likely to feel valued and gain more from learning encounters.
Positive relationships also impact how children learn to work with others.
Positive home-school partnerships are also important. This partnership or relationship helps create nurturing environments for children to learn and grow. Our program follows the recommendations by the National Association for the Education of Young Children (NAEYC) and strives to develop positive relationships in the following ways:
- Classrooms are welcoming to all children, and children are encouraged to join the group.
- Teachers communicate with children in a warm manner, including laughing and showing affection, and responding to their needs. Teachers use a gentle tone of voice with children, and bend down to speak with them at eye level.
- A balance of teacher-directed and child initiated learning opportunities are available for children to develop both group and individual relationships.
- Children have opportunities to play and interact with other children, which helps them build friendships and develop social skills, such as working together and taking turns.
- Teachers and families develop relationships and share information about the children, including family background such as religion and home language. (Source: Quality Programs Nurture Relationships to Enhance Young Children's Learning, naeyc.org)
Enrollment Priority
Every attempt is made to accommodate all requests for childcare but the Center cannot always meet the demand. Therefore, enrollment is considered on a priority system. This priority system considers parental residency and place of employment. The priority system is as follows:
1. Working parent(s) who are Lakeville/Salisbury residents.
2. Non-Lakeville/Salisbury residents with one parent employed in the Lakeville/Salisbury Township.
3. Non-working parent(s) who are Lakeville/Salisbury residents who wish their child to attend for socialization.
4. Working parents who are non-Lakeville/Salisbury residents and do not work in the Lakeville/Salisbury township.
Children who are enrolled primarily for socialization purposes may be asked to alter their schedule if need be to accommodate a child of full time working parents.
Enrollment Options: (Rev. 1-25-11)
In order to meet the varied needs of children and families, HCCC has several enrollment options:
1. Full year program (12 Months)
a. Part day (4.5 hrs/day) or
b. Full day (9 hrs per day)
2. School year program (42 weeks)
a. Part day (4.5 hrs/day) or
b. Full day (9 hrs/day)
c. Salisbury Central School - Pre K program
d. Salisbury Central School – Before School
e. Salisbury Central School – After School
3. Summer program (8 weeks)
a. Part day (4.5 hrs/day) or
b. Full day (9 hrs/day)
At the time of registration, families must commit to one of these options. Children must be enrolled for a minimum of 2 days. These can be scheduled as 4 half days or two full days.
Getting “Ready” for School (1.A.03, 10.B.14) (Rev. 1-25-11)
The HCCC has instituted a Gradual Entry Model which is intended to ease children (and their parents) into the journey from home care to outside childcare.
Day 1:
The new child and their parent and/or legal guardian will visit the center for at least one hour. This will give the child and their parent/legal guardian the opportunity to meet the teachers and become familiar with the new environment.
Day 2:
The new child will come for a half-day and leave after lunch and before nap (12:30 p.m.) Parent/legal guardian has the option of staying.
Day 3:
The new child will stay for a full day (or half day if they will only be attending the center for a half day). If your child is having difficulty adjusting, we encourage you to extend this process.
The period of adjustment may vary depending on the individual child. The parent or legal guardian may have to spend more time in the classroom or the number of half days may need to be extended.
Also, see additional tips below on how you and your family can help your child, prior to the start of school, make a successful transition.
If your child is transitioning to our program, another program or school please ask to see our social worker, social services coordinator, or the Director about information regarding enrollment procedures and practices, visiting opportunities and program options (7.C.06, 7.C.07).
The parent, teacher, education coordinator and social worker/social services coordinator collaborate to ensure a smooth transition from one teacher to another, from one group to another and one program to another (10.B.14).
The program keeps infants and toddler/twos together with their teaching staff for nine months or longer. (10.B.15)
Scholarship Aid
Scholarship funds are available for the working families on an as-needed basis. Please speak to the Director or review our Tuition Assistance Program (form in the registration packet)if you would like to apply for scholarship aid.
Bus Transportation for School-Age Children
A school bus stops several times daily at our Center: to pick up children for school in the morning; to drop off morning pre K children and to pick afternoon pre K children at 12:15 as well as to drop off afternoon pre k children after 3 pm. The bus requires a clear path to pick up and discharge children safely, therefore, please park in the designated parking spaces in the front of the building and leave the entrance door clear. PLEASE DO NOT PARK YOUR CAR IN FRONT OF THE DOORS and do not leave your car idling.
Arrival Procedures: (10.D.06) (Rev. 1-25-11)
Please make every effort to maintain a consistent routine for your child. Promptness at both drop-off and pick-up times is significant to your child’s adjustment and to the success of our program. We request that your child be in the program area by 8:45 a.m. and require arrival by 9 a.m. unless previously arranged with the Director for a later drop-off time. Upon arrival, children must be accompanied to the classroom by an adult and signed in. Enter and exit the building through the main entrance only. Doors may not be propped open; teachers may not open side doors to let people in.
Pick-Up Procedures: (10.D.06) (Rev. 1-25-11)
All children should be picked up at the designated time.
Children will be released only to parent/guardian or other person(s) with written authorization from parent. Anyone listed on the emergency form must be eighteen years old or older and provide photo identification. Enter and exit the building through the main entrance only.
If you have an emergency and cannot pick up your child at the conclusion of the scheduled day, you must arrange for someone on the emergency list to pick your child up. If a child is not picked up in a timely fashion and we cannot reach parents, guardians or others authorized for pick-up, the police department may be notified. If late pick-up becomes a chronic problem, it is our policy to notify DCF regarding neglect.
Children picked up after 12:30 p.m. or 5:15 p.m. (depending on the child’s enrollment option) or dropped off earlier than 12:30 p.m. (depending on the child’s enrollment option) will be charged $15 per every 10 minutes or the full day rate.
