Statement of Purpose

Boxboro Children Center is licensed every two years by EEC (Department of Early Education and Care) to care for children ages two years, nine months to age eight. Parents may contact EEC at any time for licensing history. Address is: 10 Austin Street, Worcester, MA 01609 Phone number is:508-798-5180.

It is our goal to treat children as individuals, meeting each of their developmental and emotional needs.

Director, Amy Paakki is responsible for the training and actions of all staff members. Lead teachers are responsible for overseeing the activities of their assistant teachers. If the director is not on site, a designated staff member has the authority to make decisions.
Discrimination on the basis of race, creed, sex, political affiliation, color, marital status, national origin, age, cultural heritage, disability or sexual orientation will NOT be tolerated. Toilet training is not an eligibility factor. As an organization, we strive to reflect the proportion of minority, female and disabled persons in the population served.

BCC will meet its moral, legal, social and economic responsibilities for Equal Employment Opportunity/Affirmative Action as authorized and required by all pertinent state and federal legislation, executive orders, rules and regulations.

Calendar of Operating hours and Closed Days

BCC is open Monday through Friday from 7:30 a.m. To 6:00 p.m., 52 weeks of the year. BCC is closed: January 1st, Presidents’ Day in February, Patriots’ Day in April, Memorial Day, Fourth of July, Labor Day, Thanksgiving and the day after, Christmas Day and either the day before or after (announced each year in September newsletter).

Vacation Policy

Tuition is to be paid in ten equal payments, regardless of any time taken off, from the first day of September to the last day of June. All other days are considered summer and parents may sign up for and pay for what weeks they would like their child to attend.

Transition Policy

Children attending BCC will be enrolled in one of three programs:

• Tadpoles which are 15 months-2.9
• Butterflies which are 2.9- 4
• Dragonflies which are 4 – 5 years of age.

From 7-8:30 and 3:00-6:00, all children ages 2.9 – 5 years of age are combined. The transitions of the day are explained to the children so they understand exactly what to expect as they are assisted from one room/activity to the other. For the younger children, pictures of the day’s activities are posted.

Pictures and word cues are used in advance for smooth, timely and safe transitions from one room/activity to the next. All transitions are made so that children are never rushed nor waiting. BCC will offer flexibility during the program so that children will not always be expected to move as a group from one activity to another.

Every September, children are transitioned to a new classroom if age appropriate. This transition is explained during the year. The teachers in all rooms communicate each child’s development as well as specific needs so transition can occur as smoothly as possible.

In the case where a child is moved during the year due for reasons such as developmental appropriateness, parents will be consulted for their input and their decision to proceed.

BCC Administration

Amy Paakki, who is authorized by EEC as Director I qualified, is responsible for the center’s administration. This includes hiring and supervising staff members, establishing job descriptions, setting up and maintaining children and staff members’ files, showing the center to prospective families, maintaining daily records on : injuries, parent and staff member issues, staff training, parent involvement and social services. The director is responsible for maintaining BCC philosophy and assuring that the center operates under EEC regulations.

BCC is licensed for 9 Toddlers and 20 Preschoolers. The Director is on the premises full time and spends at least half time in a non-teaching position.

Organizational Information

Director, Amy Paakki supervises and meets at least monthly with all staff members. The director also meets with lead teachers on a regular basis to oversee curriculum, program planning and individual classroom activities.

Lead teachers supervise assistant teachers and are responsible for setting up and supervising their job descriptions and evaluating their performances.

Complete background checks are made on any and all staff before hiring. Additional background checks are done every two years.

Curriculum and Developmental Plan

The educators at BCC strongly believe that children learn best through hands on experiences. And while providing our children with multiple and diverse hands-on experience, we also offer age appropriate themes and activities. These activities include:

1. The opportunity for each child to offer input-often a teacher will get an idea from a child’s suggestion or question… leading to areas of learning that were not scheduled or anticipated.
2. Time appropriateness for each activity with regularity of routine while allowing flexibility to respond to individual needs…while some children need to have their attention span challenged, the amount of time in any one activity should never be a burden to any child.
3. Freedom of choices is not only age appropriate but an important part of curriculum, giving each child the enjoyment of choosing his or her own activities. This should occur during at least half the child’s day along with the ability to have some time to play alone if desired.
4. Various creative activities such as art, music, literature, dramatic play and science, encouraging exploration, experimentation and discovery.
5. Daily indoor and outdoor periods, weather permitting, which include small and large muscle activities. Children attending full day will have at least 60 minutes of physical activities.
6. Opportunities to interact with adults and peers to develop competence in verbal and non-verbal communications by responding to questions, communicating needs, thoughts and experiences and describing things and events.
7. Educators will read books in an engaging manner to the children daily and in individual or group settings.
8. Opportunities and learning experiences for children that support age appropriate self-help skills, problem solving, critical thinking, communication, language and literary development, social skills, relationship building and decision making which fosters independence and responsibilities as well as the opportunity to make choices.
9. Opportunities to explore and learn about issues of cultural, social and individual diversity while developing awareness, acceptance and appreciation of differences; such as gender, language, culture, ethnicity, family composition and differing abilities.
10. Opportunities to learn about proper nutrition, good health and personal safety.

Note: BCC will also make reasonable accommodations to enable children with disabilities to participate in all regular programs whenever possible.

Health Care Policy

The BCC Health Care Policy, as approved by Dr.Julie Jankelson, is posted on the bulletin board in the director’s office. Copies are available upon request.

Individual Health Care Plan

Parents must fill out an Individual Health Care Plan if their child has a chronic medical condition such as allergies, diabetes, seizures, asthma etc.. This plan needs to include: description of the child’s condition, symptoms of the condition, necessary treatment, potential side affects, consequences of failure to treat, and the Doctor’s authorization that either the parent or health consultant can train staff on the child’s specific medical needs. This plan must be signed and dated by the parent and doctor, reviewed and signed annually.

EEC Regulations

The Department of Early Education and Care has developed specific standards to be met by licensed child care centers. These regulations are located in the Director’s office and are available upon request.

Enrollment

To register a child at BCC, parents are first invited to tour the center and observe classroom activities. In addition to having the opportunity to ask teachers and the director questions, parents are given written information explaining general operating procedures, parents’ rights, policies, program plans, curriculum philosophy and background information on staff members.

Parents who wish to enroll their children are required to fill out the appropriate forms: registration, information sheet and developmental sheet. Parents also need to submit their child’s latest physical exam form and list of immunizations including lead screening. All forms must be updated and signed annually.

A $100 ($150/family) registration fee is required to secure enrollment along with a $250 deposit, which will be applied to the child’s last month of enrollment.

Communication With Parents

Parents are encouraged to speak openly with director and/or staff members. Parents with concerns may schedule a conference at any time and/or telephone the director any day between 9:00-3:00. Meetings and phone calls will be documented. Teachers are available for telephone conferences between 1:00-2:30 every day.

Communication between staff members and parents is a key component to enjoying a successful childcare experience for both parents and children. The following are the ways in which BCC staff members try to communicate on a daily basis:

Email: amyp79@comcast.net Often emailing Director, Amy Paakki is the best and quickest ways to get an answer to a question or a way to find time to discuss a concern. Amy checks her email hourly, if not, more often. Hopefully email provides an easier way to communicate for parents whose primary language is not English. For parents who have difficulty reading and/or writing English, please speak with the director or have an interpreter speak with the director about alternate ways of communication.

Website: www.boxborochildrencenter.com contains information on all the teachers and director, pictures of the classroom, all forms, policies, newsletter and important notices.

Newsletters: Newsletters are emailed monthly. Any parent, who would prefer a hard copy, please let the director know. The Newsletters contain information about days BCC is closed along with other center and classroom events.

Classroom Newsletters: The teachers send out a monthly newsletter on events and activities specific to their classrooms. This newsletter is put in the child’s mailbox.

Progress Reports: The teachers fill out progress reports in January and July. Conferences are available when and if parents request them. For children with special needs, progress reports will be done every three months. Parents are given the original progress report with a copy going into the child’s file.

Termination and Suspension Policy

A one month notice is required if a parent wishes to withdraw a child from BCC. The director can waive the requirement of a one-month notice. If a parent chooses to terminate before the contracted time is over, the parents forfeit their deposit. The registration fee is non-refundable in any case.

The staff at BCC will work with every family regarding each child’s individual developmental needs/behaviors. If an issue arises the director will set up a conference with the parent(s) to problem solve in hopes to rectify any of the existing issues. In the case of a behavior issue, a plan will be devised for center use as well as at home. Referrals for evaluation, diagnostic or therapeutic services will be discussed as well as options of supportive services such as consultation and educator training.

Termination from BCC by the director can result from any of the following reasons: developmental or emotional needs not being met, behavior management program not effective, referral systems exhausted, child is injuring himself or others and non-payment by parent. In the case that termination does result, sufficient time will be given to prepare the child for a new situation, time needed for parents to secure alternate childcare or time needed by parents for personal reasons. Parents will be notified of suspension or termination in writing with explanation of reasons, summary of program’s observations and efforts made by BCC to accommodate child’s needs.
In all cases, the staff members at BCC will assure the child that his/her reasons for leaving BCC are not due to any wrongdoing on the part of the child.

Referral Policy

When a staff member suspects that the developmental, mental health, educational, or medical (which includes dental, vision and hearing) needs of a child are not being met, the director will be informed immediately. The staff members and director will observe the child and review his/her records. All observations will be documented. The child’s parents will be notified about the concern and a conference will be scheduled to discuss further action.

With written parental consent, BCC will consult with special needs personnel at the Blanchard Memorial School or appropriate agencies. BCC staff members will also assist parents with information enabling parents to contact the appropriate agencies. If an outside agency is required, the director and child’s teacher will meet with parents to discuss options. The director will follow up each case maintaining written records of any referrals, parent conferences and results of such action.

Referral Sources

Blanchard Memorial School 978-263-4569
Emerson Hospital 978-369-1400
Acton Medical Center 978-263-0680
EEC 508-798-5180

Note: There is a complete book of area agencies for child and family support in the BCC office.

Plan for Reporting Suspected Child Abuse or Neglect

Educators are mandated reporters! If any staff member suspects a child is being abused or neglected using the guidelines explained in the child abuse policy, staff member is to notify Director immediately and begin documentation of concerns.

A report will be filed immediately with The Department of Children and Families (DCF).

If staff member or parent accuses a staff member of child abuse, the staff member will be immediately removed from any job responsibility that involves direct contact with children. If administrative opportunities are not available, staff member will be suspended (using vacation pay if available) until investigation by DCF is completed and any further time as EEC requires. Parent or staff member will be asked to file a complaint report with Director, any and all pertinent information will be documented and all parties involved will cooperate with DCF and EEC during the investigation.

Sick Policy

BCC’s primary goal is to provide a safe and nurturing environment for children. While it is impossible for every child to be perfectly healthy every day, the following is a list of guidelines, per consultant Dr. Julie Jankelson, that will help keep exposure to germs minimal.

Your child should stay home if he/she:

1. has a temperature over 101
2. has an upset stomach (vomiting or unable to eat breakfast
3. complains of not feeling well, fussy, doesn’t act in usual manner
4. is too sick to play outdoors
5. is too sick to participate in indoor activities
6. has a contagious disease such as conjunctivitis
7. has uncontrollable diarrhea ( child will be sent home after three diarrhea stools)
8. has beyond moderate cold symptoms

BCC staff members monitor children daily to help determine when a child is too sick or contagious to attend BCC. When a child is sick,parents will be called. The child will be made as comfortable as possible and will be isolated from the other children while waiting for parents to arrive.

Children who are on antibiotics need to complete 24 hours of medicine before returning to BCC.

Exclusion Policy For Serious Or Contagious Diseases

Children who have serious or contagious diseases are not permitted to attend BCC until a written note from a physician clears them of such condition. Parents at BCC will be notified by written memo about any diseases their children have been exposed to as recommended by the Division of Communicable Disease Control.

Dispensing Mediation

Parents must give any and all medications (prescription, non-prescription or topical), along with a completed authorization for medication form, to their child’s teacher. Individual teachers will place the medications in a safe place (refrigerated if required) and will be responsible for administering and documenting the medication, giving time and dosage.

Note: BCC staff will not administer the first dose unless it is an emergency situation such as an epi-pen, etc.

All medications must be in the original container with the prescription label or if non-prescription the child’s first and last name on container.. The dosage on the authorization form should not exceed the dosage prescribed by the doctor or the dosage suggested on the medication label.

Non-prescription medications require a physician’s signature as well as a parent’s signature. A non-prescription permission form may be submitted to the child’s doctor who may indicate any non-prescription medications along with dosage and criteria that might be needed during the following year. This form is good for one year and then must be resubmitted.

If a non-prescription drug is used, parent will be notified first, if possible, and will be asked to signed the permission slip on a weekly basis if medication is continued.

Topical medications require just the parent’s signature on the authorization form. Use must not exceed dosage on the labels.

Behavior Management

Rules at BCC are simple and natural, allowing children choices and ensuring them a safe environment in which to grow and learn.

1. Children are not allowed to do anything which could result in them getting injured.
2. Children are not allowed to do anything that might injure another child.
3. Children are not allowed to play in a way that might damage property.

BCC’s every day rules are derived from these three basic principles of respecting each other and each others property. The rules and consequences are explained to the children relative to their ability to understand.

We believe that children learn to be responsible by being taught that they are responsible for their actions, and that they learn best through natural consequences. Younger children may need repeated explanations. All consequences should be age appropriate, nonjudgmental and helpful in teaching the child acceptable behavior.

No child shall be subjected to abuse or neglect, cruel, unusual, severe or corporal punishment including: any type of physical hitting, shaking, threats, derogatory remarks, verbal abuse, ridicule, humiliation, denial of food, outdoor or bathroom facilities, punishment for soiling, wetting or not using the toilet or punishment related to eating or not eating food. Children will never be forced to remain in soiled clothing, remain on the toilet or subject to any other unusual or excessive practices for toileting. Children will not be force fed or made to eat against their will or using food as a consequence. Children will never be confined to a specific piece of equipment in lieu of supervision for an extended period of time. Children will never be subjected to excessive time out. Time out may not exceed one minute for each year of the child’s age and must take place within a teacher’s view. Re-direction is always the first option.

Nutrition, Lunches and Snacks

Children will be given mid-morning and mid-afternoon snacks of natural fruit juices and a variety of light foods. Parents who wish to send extra snacks from home are encouraged to send similar nutritious items.

Lunches from home should include something from each of the four food groups:

• Dairy: cheese, milk, yogurt
• Bread: bread, crackers, bagels
• Meats: nuts,meat, eggs, fish
• Fruits and vegetables

Lunches should be packed for easy accessibility. Children will be encouraged to eat nutritious foods before their desserts, bearing in mind that it is unlawful for food to be denied or coerced. Parents are encouraged to communicate with staff members if they are concerned about their child’s eating habits.

BCC is equipped with microwave ovens; Parents who want to send foods to be warmed up should send them in approved microwavable containers.

Note: Water is always available to the children, inside and outside

Note: BCC is a peanut/tree nut free center.

Children are instructed to wash their hands with soap and running water before handling food at lunchtime or for cooking projects.
Children sit at child-sized tables, which are disinfected before using. When packing lunches, parents should avoid foods that children can easily choke on, such as: hot dogs, popcorn, fruit with seeds, fruit that isn’t pre-cut and meat with bones.

For morning snack and lunch, BCC serves milk at no charge. Parents are welcome to send microwave ready warm-ups. Parents are asked to send lunches in a way that allows the child to eat as independently as possible. Teachers do not have access to can openers, peeling knives and other kitchen tools.

BCC purchases pizzas from Bravo Pizza every Friday. The children may bring in $3 on Fridays if they want to buy lunch, two pieces of pizza, a veggies/fruit, a drink and a dessert.

For birthdays, parents are welcome to bring in a special treat to celebrate their child’s birthday. Some suggestions in addition to traditional birthday cakes or cupcakes are: ice cream (hoodsie cups), frozen yogurt, fruit, jello cubes and fun snacks.

If it is discovered that a child’s lunch is missing, the child’s teacher will telephone the parent to discuss options. BCC always maintains extra food such as cheese, crackers, yogurt, fruit etc.. in case a child needs a lunch.

Dressing Your Child

Children should be dressed in such a way that they can play (indoors and outdoors), eat and go to the bathroom with as little assistance from a teacher as possible. Requiring teacher assistance can mean that the children are often waiting for help instead of practicing their self-help skills.

Parents should leave extra clothes at BCC, especially socks and underwear. Accidents and spills happen and while BCC always has extra clothes available, children are happier when they can change into their own clothes. Please remember to replace the extra clothes as they are used as well as adjusting to the change of seasons. Also, parents should remember that playing is often dirty work and should dress their children in clothes that can get stained without upsetting parents or children.

If the outside temperature is above 22 degrees, the children will go outside to play. Parents should dress their children accordingly but also in layers to accommodate the changing weather that can occur in a single day.

Diapering/Toileting Philosophy

Staff members at BCC are very sensitive to toileting issues recognizing that each child has individual needs in this area.

When children enroll at BCC; the director, the teacher and the child’s parents will discuss the toileting situation: how often the child should be taken to the bathroom, how much and what kind of assistance the child needs, whether or not the child is totally trained and if not, what the parents are doing at home with toilet training as well as anything else the parent feels the teacher(s) needs to know. Children in diapers will be changed every two hours or specified by parents.

Note: Toileting training status is not an eligibility factor.

Parents are encouraged to show and use the bathroom during their orientation visit as well as each morning before the parent leaves once the child enrolled until the child feels comfortable communicating bathroom needs to his/her teacher.

Diapering Procedure

Diapers are changed every two hours and immediately if soiled.. Disposable wipes are used with each changing unless specified by parent.
The diapering surface is cushioned, intact, waterproof and used for no other purpose. A disposable covering is used on the changing surface and discarded after each changing after which the surface is washed with soap and water and sprayed with disinfectant.

Soiled disposable diapers are placed in a waterproof container with a tight fitting cover and a disposable liner. The container is emptied, washed and sanitized daily.

Children and staff members wash their hands thoroughly with soap and running water after child is changed. Individual paper towels are used for drying hands.

Toilet Training Procedure

Children are toilet trained in accordance with the requests of their parents and in a manner that is consistent with the child’s physical and emotional abilities.

No child will be punished for soiling, wetting or not using the toilet. Training is never coerced. Children are supervised during toileting.
Children and staff members wash their hands with soap and running water after toileting. Individual paper towels are used for drying hands.
Potty chairs are emptied and sanitized immediately after being used by a child.

Toileting Procedure

No child will be punished, verbally abused or humiliated for soiling, wetting or not using the toilet.

Children and staff members wash their hands after using the toilet and before handling food.

Clothing soiled by feces, urine, blood or vomit will be bagged in sealed plastic bags and stored apart from other items. Each child should have a change of clothes at BCC. BCC has extra clothing that can be borrowed and will be washed after used.

Emergency Procedures

If a child is discovered in a life-threatening emergency, the staff member who first comes upon the child will yell for another staff to call 911. If the child is unconscious, the staff member will remain with the child and begin emergency procedures while the second staff member calls 911. The director and other staff members will assist with care of children as needed.

If the child is hurt but not critically, the director or staff member in charge should be contacted immediately for guidance. The director
will assist with care, stabilizing the situation and contacting the parent while advising what further medical attention might be advised.

If injury occurs on a field trip, the staff member in charge will assist with first aid care, calling 911 if critical, call director if not.
If emergency rescue is needed, the director will be called immediately afterward to assist in any way possible. Otherwise, the staff member in charge will telephone the parent and make decisions about further medical attention.

Contingency Plans For Dealing With Fire, Natural Disasters, Loss of Power, Heat or Water

If the building becomes unusable during business hours due to any of the above reasons, all children will be evacuated to the closest safe location or building. First option would be to evacuate the children to one of the church’s other spaces if deemed safe. Second choice would be to walk the children across the street to the Boxboro’s Town Hall.

Attendance sheets, emergency contact information along with the First Aid kits(which include emergency medication) is always taken when the building is evacuated. Lead teacher always checks the room and bathrooms for any stragglers during the evacuation process. Before evacuating and once at a safe destination, attendance would be taken to assure that all children are accounted for.

In the case that a child should be missing, the lead teacher or director would search for the missing child. Police and Fire Departments would be called if that situation occurred as well as the child’s parents.

In the case of a missing child on a field trip, the procedure would be the same.

After the building is evacuated and all children accounted for, the director or staff member in charge will evaluate the situation and decide: first, if the fire department and/or the police department need to be involved and second, when and if parents need to be called to pick up their children.

In all cases, the director will be called first to advise and assist staff members on the premises.

Security

When parents and children arrive at BCC, their teacher marks the children present in the attendance book. At 3:00 when the pre-school children are combined into one room, the children’s names are transferred into the afternoon attendance book.

Whenever a child is picked up, the teacher in charge indicates in the attendance book that the child is no longer at BCC.

In the paperwork required for each child’s file, there is a section for parents to indicate who, other than the parents, are allowed to pick up their child. While we suggest that parents let the teachers know when someone on their list will be picking up their child on a certain day, it is not required as long as parents have given written permission. If parents have an occasional pick-up person who is not on their permission list, they may send in a note indicating the person’s name, the date and time of pick-up. If we do not recognize the person doing the pick-up we will ask for a picture ID.
Parents may add names or delete names from their child’s file at any time. The director will assist with changes to the file as well as informing the appropriate staff members of the change(s).

Note: BCC staff members will never let a child leave with someone who does not have written permission from the parent(s).

PARENTS’ RIGHTS

RIGHT TO VISIT

You have the right to make unannounced visits to your child’s room while your child is present.

PARENT INPUT

Parent input is always welcome. Input and suggestions should be put in writing and given to the Director. Director will respond within 48 hours as to possible implementation, need for further discussion or information or reasons for not implementing.

CONFERENCES

You have a right to request an individual conference with the program’s staff. The licensee has the responsibility to make the staff available.

MEETING PRIOR TO ATTENDANCE

The licensee shall assure that the administrator meets with you prior to admitting your child to the center. At the meeting, the licensee in addition to the information contained in this fact sheet, must provide you with: the center’s written statements of purpose, types of services provided, referral policy, behavior management policy, termination and suspension policy, a list of suggested nutritious foods you could send for snacks and meals, the policy for identifying and reporting child abuse and neglect, the transportation plan, a copy of the health care policy and the illness exclusion policy and a copy of the fee schedule.

You should also be given the opportunity to visit the center’s classrooms either at the time of the meeting or prior to the enrollment of your child.

YOUR CHILD’S RECORDS

Information contained in your child’s record is privileged and confidential. The center’s staff may not distribute or release information in your child’s record to anyone not directly related to implementing the program plan for your child without your written consent. You must be notified if your child’s record is subpoenaed.

ACCESS TO THE RECORD

You should be able to have access to your child’s records. The center must provide access within two business days, unless they have your permission to take longer. You must be allowed to view your child’s entire record, even if it is located in more than one location. The center must have procedures regarding access, duplication and dissemination of children’s records. They must maintain a written log which identifies anyone who has had access or has received any information out of the record. This log is available only to you and the people responsible for maintaining the center’s records.

AMENDING THE RECORD

You have the right to add information, comments, data, or any other relevant materials to your child’s record. You also have the right to request deletion or amendments of any information contained in your child’s record. Such request shall be made in accordance with the procedures described below:

1. If you are of the opinion that adding information is not sufficient to explain, clarify or correct objectionable material in your child’s record, you have the right to have a conference with the licensee to make your objections know.

The licensee shall within one week after the conference give you a decision in writing stating the reason or reasons for the decision. If the decision is in your favor, the licensee shall take immediate steps to put the decision into effect.

CHARGE FOR COPIES

The licensee shall not charge an unreasonable fee for copies of any information contained in your child’s record.

TRANSFER OF THE RECORD

Upon your request, when your child is no longer in care, the licensee can give you your child’s record or transfer them to any other person that you identify. The center should ask you to sign a form verifying that you have received the record.

RESPONSIBILITIES OF THE PROGRAM

Providing information to EEC. The licensee must make available to EEC any information required to be kept and maintained under state regulations and any other information reasonably related to the requirements of these regulations. This includes information in your child’s records. Authorized employees of EEC are not to remove identifying case materials from the center premises and are required to maintain the confidentiality of the individual records.

REPORTING ABUSE OR NEGLECT

All center staff are mandated reporters. They are required by law to report suspected abuse and neglect to either the Department of Children and Families DCF and to the licensee’s program administrator. The licensee must have written policies and procedures for reporting and must provide the written policy to you upon enrollment.

NOTIFICATION OF INJURY

The licensee must notify you immediately of any injury which requires emergency care. They must also notify you in writing within 24 hours if any first aid is administered to your child.

Needs List For BCC

Clothing… label everything
Each child will have a container with their name on it for extra clothes. Please send in extra socks and underwear as well as seasonal clothing.
Dress your child in layers especially on days where the temperature can change so much during the day.

Lunch time…
BCC has a microwave for ready to eat warm-ups. Foods should be sent in safe microwavable containers.

BCC serves milk at no charge. If you do not wish your child to be served milk, please send in a drink or you may request water.
Please wash your child’s lunch box or container daily.

Rest time…
Children who stay for rest time should bring a crib sheet and a small blanket (no sleeping bags). Rest time items are placed in a blue nylon bag and kept in the cubbies. Storage space is limited so we do not recommend bringing a pillow.

Blue bags are sent home every Friday. Please wash all contents including the blue bag. Thank you!

Summer…
Children should bring daily: bathing suits, towels and water shoes (no flip flops).

Winter…
Children should bring daily: coat, snow pants, boots, mittens and hats. Two sets of mittens would be ideal.

Snacks…
The children will be given a snack, mid morning and mid afternoon. Morning snack will be choice of milk or water. Afternoon snack with be 100% juice or water. Snacks include: carrot sticks, celery sticks, fruits, gold fish, cheez-its, wheat thins, cheese, graham crackers, saltines and ritz, animal crackers, yogurt and vanilla wafers.

Weekly menus are available upon request.

Parents may send in extra snacks but should send in similar and healthy foods…no candy or dessert foods.

Transportation Policy for When Children Go on Field Trips

BCC makes an effort to go on four local field trips per year, about every three months.

For those field trips, First Student Charter Bus is contracted to drive.

Amy Paakki, the director, drives to the field trip in her own vehicle so that there is an emergency vehicle at the location of the field trip. Amy carries her cell phone as do the other staff so communication is always available.

Attendance is taken on the morning of the field trip and if anyone is unaccounted for, parents are called to assure that no child will be dropped off after we leave.

A note that we are “On a Field trip” and where along with Amy’s cell phone number are posted on the door while we are absent from the building.

Teachers double check attendance, (not just counting but matching each name with each face), getting onto the bus and then take attendance again after everyone is seated and belted in. Several teachers count to assure accuracy.

Teachers also bring with them….a copy of the emergency form from each child’s file as well as the BCC first aid kit with the emergency medicines located inside. Each child has a sticker on their outside clothing indicating they attend: Boxboro Children Center, 723 Mass.Ave, Boxboro and the cell phone number of the director or teacher in charge.

As children exit the bus, attendance is taken again and one staff checks the bus for stragglers. When children and teachers are ready to re-board the bus to go back to BCC, attendance is taken.

Amy does not leave field trip location until every child is accounted for.

At BCC, children get off the bus, attendance is taken with a teacher checking the bus for stragglers. The bus driver does not leave BCC until everyone is accounted for.

The Dee Bus Company complies with the Americans with Disabilities Act and is responsible for any vehicle violations, accidents or breakdowns.

This policy is available to all BCC parents, drivers as well as BCC teachers.

BCC Philosophy

Boxboro Children Center has one main philosophy: to treat each child according to his/her individual needs so that each child feels good about him/herself. Children who feel good about themselves with succeed and be happy in every walk of life

To achieve this goal, the following are the areas of development that the teachers at BCC work on with each child.

Problem Solving… Problem solving is an essential building block in our lives that enables us to handle unexpected situations. The ability to solve problems will help children become confident, capable and happy people.

Communication… Communication with peers and teachers is an important process that children can begin to understand as soon as they begin to talk. Earlier communication through gestures is also an effective way for children to relate to their peers and caregivers. Verbalizing our feelings is the first step to understanding ourselves as well as others.

Independence… Independence is another process which allows children to feel confident and capable of handling all that life throws them. At BCC children are encouraged and assisted with skills such as : getting dressed, preparing snack, eating lunch, picking up toys, teaching peers a game or song, etc.

Another goal at BCC is to expose children to as many media and activities as possible. These are the foundation years from which they will draw upon. Creativity is a process by which we take from what we have learned and rearrange in a new way. We hope to provide a wealth of experiences, materials and activities from which they may draw.

Our most important goal is to provide love and attention to each child. The teachers at BCC are here to love and care for each child and to represent the first extension of all the love in the world that is out there and simply waiting for each child to embrace it!
Curriculum and Developmental Plan

The educators at BCC strongly believe that children learn best through hands on experiences.

And while providing our children with multiple and diverse hands-on experience, we also offer age appropriate themes and activities. These activities include:

The opportunity for each child to offer input-often a teacher will get an idea from a child’s suggestion or question… leading to areas of learning that were not scheduled or anticipated.

Time appropriateness for each activity with regularity of routine while allowing flexibility to respond to individual needs…while some children need to have their attention span challenged, the amount of time in any one activity should never be a burden to any child.

Freedom of choices is not only age appropriate but an important part of curriculum, giving each child the enjoyment of choosing his or her own activities. This should occur during at least half the child’s day along with the ability to have some time to play alone if desired.

Various creative activities such as art, music, literature, dramatic play and science, encouraging exploration, experimentation and discovery.
Daily indoor and outdoor periods, weather permitting, which include small and large muscle activities. Children attending full day will have at least 60 minutes of physical activities.

Opportunities to interact with adults and peers to develop competence in verbal and non-verbal communications by responding to questions, communicating needs, thoughts and experiences and describing things and events.

Educators will read books in an engaging manner to the children daily and in individual or group settings .

Opportunities and learning experiences for children that support age appropriate self-help skills, problem solving, critical thinking, communication, language and literary development, social skills, relationship building and decision making which fosters independence and responsibilities as well as the opportunity to make choices.

Opportunities to explore and learn about issues of cultural, social and individual diversity while developing awareness, acceptance and appreciation of differences; such as gender, language, culture, ethnicity, family composition and differing abilities.

Opportunities to learn about proper nutrition, good health and personal safety.

Note: BCC will also make reasonable accommodations to enable children with disabilities to participate in all regular programs whenever possible.

BCC offers an age appropriate developmental curriculum. This means that the curriculum is designed to help children grow and learn and develop skills at their pace while fostering self-esteem.

The following developmental skills are the goals of our curriculum: socialization, problem solving, attention/listening, self help, fine and gross motor, language and math/science conceptual understanding.

BCC curriculum incorporates as many hands-on activities as possible facilitating the way children learn and develop best. The following is a break down of the program’s curriculum explaining which skills are involved in each area of planning.

Free play… (outside or inside)
During free play children develop many skills: socialization, problem solving, independent play, ability to initiate their own activities as well as fine and gross motor. The teachers at BCC try to allow children freedom to play creatively while interacting with peers with as little intervention as possible.

The children enjoy making choices, feeling in control of their decisions as they are allowed to choose between: dramatic play, manipulative table activities, blocks, art table as well as easel painting, sand and water tables. Outside the children can play on a variety of climbing equipment, sand box, play houses and ball activities.

Circle time…
Circle time is the most teacher directed time of the day during which time children develop listening/attention skills. It is also a time when such readiness skills as language and math concepts are developed as children are introduced to numbers and letters. During circle time children also listen to stories, participate in show and tell, discuss personal and daily events and talk about weekly and monthly themes.

Music/creative movement…
Music is an essential part of a child’s life as they learn sounds, words and tempos. Children who come to BCC without a word of English often learn the words to songs first. As with most activities, listening skills, following directions and socialization skills continue to develop. With the exposure to different kinds of music, the BCC teachers also promote the beginnings of music appreciation.

Projects/centers…
During project time children are developing fine motor skills (hand/eye coordination) as they hold pencils/crayons, paste and cut with scissors. They are also learning two and three step directions while being encouraged to work at their own speed and with their own personal touch (creativity) With art, cooking and science, children are also exposed to many readiness skills such as matching, counting, shapes, colors and spatial concepts.

Snack/Lunch…
During snack and lunch children are encouraged to interact with peers appropriately. Table manners as well as eating independently are facilitated by the teachers. Nutrition is often discussed as children take responsibility for all aspects of the eating time: eating, re-wrapping uneaten food, discarding trash, etc.

Games…
Whether outside or inside game time is when listening and gross motor skills are developed. Also, children are encouraged to use their imaginations as well as learn about teamwork and competitive versus non-competitive concepts.
The Other 3 R’s…Respect, Responsibility and Resilience
by T. Berry Brazelton,MD

The pressure is on…Parents are worrying more than ever about how to prepare their children for the world they will face growing up.

“I feel I must do everything perfect now,” parents of infants tell me, “or else later on, she’ll get involved with drugs or premarital sex.” They ‘re already concerned about peer pressure in adolescence.

Of equal concern is their child’s career success….will she do well enough in school to qualify for a high paying job? Many parents start preparing their children as young as two or three years old to get into the “right” preschool. If she’s rejected, they fear her future in doomed.

A few years ago I saw some of the parents in my practice pressured their children to excel academically and the effect it had on the kids. Using flash cards and other well publicized techniques designed to capture the interest of preschool, they taught their 3 year old how to read long words and sentences. By four, these children could spell and write their own names, short sentences and also do simple arithmetic. The parents were ecstatic, convinced that their children were on the road to success.

It was true that these little ones were ready for first grade but as it turned out, the kind of rote learning they’d picked up at home did not prepare them for the kind of learning that demands independent thinking. In first grade, they did excel, most were at the top of their class but by second grade, they could no longer maintain the lead. By third grade they were in trouble and by fourth grade they needed tutoring.

In addition, they had lost the parental approval that had fueled their earlier years. Because they spent more time learning from their parents, they missed out on play experiences that teach children how to relate to others their age, As their pediatrician, I worried that all the adult pressure to learn was depriving them of other avenues for development. Unfortunately, that turned out to be true. Many of them needed psychotherapy to get them back on track.

I realized then that the rush to teach children the three R’s could be harmful to them and to their parents’ hopes for them since academic brilliance was so short lived. Instead of teaching children reading, writing and arithmetic, I’d prefer to push them toward these other three R’s: Respect, Responsibility and Resilience.

• R is for Respect

Respect for others springs from having a sense of self-respect. A parent’s job is to help a child develop this quality by treating her respectfully. That means giving her your full attention when she talks to you, encouraging her efforts, cheering her successes and supporting her when she fails. Perhaps most important, it means disciplining her with respect.

Punishment in the form of spanking or hitting closes a child off from learning about respect. It says to her first, that aggression is the way to settle disputes, and second, that because you’re bigger than she is, you can get away with it. From this she learns to use physical force on children who are smaller or weaker than she is. Not only does physical punishment rob the child of her self-respect, it also teaches her that it’s okay not to respect others.

The kind of discipline I believe in is gently holding a child who is out of control, isolating her in a room until she calms down, or giving her a time-out. After ward, you can pick her up and explain to her: “I love you, but I don’t love the way you were acting. Every time you do that, I’ll stop you until you learn to stop yourself.” This kind of discipline successfully teaches her the difference between right and wrong, as well as respect for herself and others.

Another way to teacher respect is through simple manners: “How do you do?”, “Thank you”, “May I help?” are taught by example, and they can become a habit by the fourth or fifth year. Because good manners attract so much approval from both adults and peers, they become a source of fuel for any child.

Respecting herself and others…
To develop respect, a child must feel she’s worth loving. She needs to be taken seriously and appreciated. Here are ways to convey that message.
Listen to her…When she tells you about a problem, she needs your undivided attention. Set up special times to talk together each week.

Accept her…
Never try to change her or criticize her for the person she is. If she is shy, for example, help her cope with problems, but don;t push her to be outgoing.

Teach her to respect diversity among people…
Let her know that it’s okay to be different, to stand up for her beliefs.
Give her the gift of good manners…you can model them for her and talk to her about treating others as she would want to be treated.

• R is for Responsibility

All children feel the stress in today’s over burdened families. They hear Mom say, “I just can’t deal with one more thing”, or Dad say, “We’ll never make it, we’re over our head in debt,” and they feel helpless and afraid. But if they feel they can play a role in helping to reduce the family’s stress, they won’t feel so overwhelmed. By assuming reasonable responsibilities they’ll achieve a sense of control and pride because they’re contributing to the family’s welfare.

Teaching responsibility begins by giving a small child a few chores he can do with you…sorting the laundry, for example, picking up toys or setting the table. No matter how clumsy his efforts are initially, let him know you appreciate him for being such a responsible person.

With older children, try having weekly family get togethers at which each child can choose his chores. By then he’ll be expected to complete them on his own, but he still needs to know that you’re proud of him for his sense of responsibility and that contributions are valued.

One thing to remember when encouraging kids’ efforts is that too much gooey praise can sometimes turn sour. A 3 year old may love to hear extravagant praise.

“You are such a great little helper! How could I set the table without you?” But as kids get older, they often respond better to more subtle approval: “Look what Nancy and I did when we set the table. We used pretty colors and she put the forks and knives exactly where we like them!”

Parents often ask me about giving kids candy or money as rewards for doing chores. Generally I don’t approve of this since it misses the point: All members of the family work together to achieve their goals.

The long term reward of self respect that a child gains from being a responsible member of the family is far greater than any material short term reward.

Finally, look for teachable moments, times when you both are relaxed and you have the child’s full attention. You might talk about how someone acted responsibly, or the difference between responsible and careless.

Taking Responsibility
Establish daily, age appropriate chores for each child. As children get older, hold weekly family conferences in which the household chores are divided up with each child allowed to make choices. As a family, you can agree on the rewards or consequences of good or poor performance.

Take responsibility for your own mistakes
At times when you slip, admit it to your child. Discuss your feelings about it and what you can do to make things better. This is a lesson you teach best by example. When he sees you take responsibility for your actions, he’ll do it too.

Let him help make the rules he’s expected to obey
At regular family conferences, let him take part in deciding on family rules. Every family should have rules about TV watching, bedtime and curfews, among others. If kids are given a voice in making the rules, they are more likely to act responsibly and follow them.

• R is for Resilience

This important lesson is taught best by living it ourselves. A child imitates her parents. When she sees her father who has lost his job rise to meet the difficult challenges of job seeking, or when she watches her mother recover from the shock of a car accident that injured her sister, the child is learning how she herself can bounce back from adversity.

But you don’t have to wait for tragedy to strike. Less dramatic events teach resilience on a daily basis. Suppose your daughter comes home from school in tears because her best friend turned against her and teased her with some other girls. First you can empathize with her: “That must have made you feel awful, as if you can’t depend on anyone.” Then after she’s unloaded her painful feelings, you can talk about ways to recover and deal with the situation. You might say: “All children get teased about something…the color of their hair, their clothes, how big or small they are. And when you’re teased, it’s usually by someone who likes you. Try to stand up to her and tease her back, that way, she’ll gain respect for you and find out that it hurts to be teased. If you can become friends with her again in spite of her teasing, you’ll show her how great you are and that you can take it. Whichever way you choose to handle this, I’m right behind you.”

As hard as it may be to learn these 3 R’s, they’re valuable assets to have, especially during the tough times that arise in every child’s life.
BCC Handbook