Early Education Station
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About Our Center

Policies & Procedures

We require children to be signed in an out each day. Choose a quick link to the left to jump to desired section.

Transition Time

Your child may take some time to get use to the new environment of our school.  Generally, children take several weeks to adjust.  They may possibly take longer if they attend fewer days.  Most times the children do well the first few days, then start missing their family by the third and fourth days. The following are typical reactions you may see:

  • Is shy and clings to you
  • Is aggressive and won’t share
  • Resists using the new bathroom - has accidents
  • Doesn’t talk much about their day at the center.

These are all symptoms of tension and stress in a new situation, and will disappear as your child becomes used to the teachers, other children and the classroom routines.  Be sympathetic and supportive!
You can help by:

  • Developing a routine.  Try to follow the same routine each day and always remember it is always best to leave the classroom directly after saying “good-bye”, especially if your child is crying.  Staying longer prolongs the separation anxiety.  You are welcome to enter the other room of the school, or call back to make sure your child is doing fine.
  • Letting your child bring a favorite security object (doll, blanket, etc. for naptime)
  • Having a cheerful, positive attitude as the child leaves you, either at home or at school. 
  • Letting your child just stand and watch, knowing observation is one way of participating.
  • Not putting pressure on the child to produce something to take home.
  • Not pushing the child to confirm to routines without time to adjust.
  • Encourage talk about childcare by asking specific questions, such as: “Did you play with the ___ today?” or “What was for snack today?” rather than “What did you do today?”

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Family Concerns

Early Education Station personnel strive to provide quality, educational services to all children and families.  Any question, suggestion, or opinion is always welcome.  The Board of Directors also takes great pride in the facility and realizes the importance of the program.  Any opinions/concerns directed to them are welcomed.

Written suggestions are welcome.  They can be placed confidentially into the tuition/suggestion box.  Parents can speak directly to their child’s teacher or they can speak with the director or person in charge.

All persons on Early Education Station premises are recorded on a video computer system. Parents are welcome to view video at the office if they have a concern or question.  Video is available for one week after being recorded.

Families have the right to review state regulations and report complaints.

Early Education Station participates in the Child Nutrition Program.  In accordance with Federal Law and United States Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, gender, age or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil Rights, 1400 Independence Avenue SW, Washington, DC 20250-9410 or call, toll free, (866)632-9992. USDA is an equal opportunity employer.

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Assessment

The focus for classroom planning is to provide a developmentally appropriate educational program for children. Assessment, with family input, guides teachers in planning/implementing activities, adjusting program/classroom practices and environment, and supporting individualized learning/interest/needs. Assessment results can also be valuable to determine if other services could benefit a child/family because assessment helps describe the developmental progress and learning of children.

All children receive development screening within three months of program entry. The screening instruments meet professional standards for standardization, reliability, and validity, have normative scores available on a population relevant for the child being screened, and assess the child’s health status and their sensory, language, cognitive, gross-motor, fine-motor, and social-emotional development. If formal assessments are use, they are combined with informal methods, such as observation, checklists, and work sampling. Written progress reports are to be completed 3 times a year (Nov., Feb., & May) and sent to parents with parent/teacher conferences being offered in the fall and spring of each year. Verbal progress is given at least once during the summer months.

Teachers have been trained to assess children using developmentally appropriate methods, such as observations in familiar settings with familiar adults, no time constraints, small group size, and developmentally appropriate activities. Specific assessment information can be reviewed if requested by parents. If assessment indicates a possible delay of development in any area, including behavior, teachers will discuss development in a sensitive, supportive and confidential manner with parents. A referral can be made to appropriate resources, after receiving agreement and written consent from the family, to gain further information about the child’s development. Staff will share information about resources and support families to make primary decisions about services available.

Staff will work with other professionals, and families, to develop and implement an individualized plan based upon assessment information that supports the child’s inclusion and success. Individualized Education Plans (IEP) are developed for children over the age of three through Mason County Schools. Individual Family Service Plans (IFSP) are developed for children birth to age three through the West Virginia Birth to Three Program. Both agencies can set up speech therapy for children, if needed. Therapists can work with children at our center, at a child’s home, or of a combination. Parents have the right to decline referral.

West Virginia state regulations require confidentiality of all records. Records are kept in a confidential manner by keeping anecdotal notes, checklists, child’s portfolios, and assessment forms locked or out of view of others. Classroom/office staff are the only individuals who have access to assessment records. Written parental permission will be acquired before any other individuals or agencies could review such information.

All parents are encouraged to be involved in the center program in order to help children reach their full potential. Staff likes family input to achieve consensus about assessment methods and teaching styles that will best meet the child’s needs. (Families can have full access to development assessment tools used by simply asking.) Teachers also attempt to be sensitive to family values, culture, identity, and home language.

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Curriculum

The curriculum utilized for the infant classroom up to the three year old classroom is based on the West Virginia Infant/Toddler Standards, and West Virginia Early Learning Standards Framework: Content Standards and Learning Criteria for Pre-Kindergarten, and the book titled Developmentally Appropriate Practice by Carol Gestwicki. Creative Curriculum, which is universal for preschool classrooms within the Mason County Board of Education, is utilized for children within the four year old classrooms. The following basic beliefs are followed in each curriculum:

  • Curriculums are utilized to prepare children for life and school. We know what we do within the first years of life are of critical importance. By providing developmentally appropriate opportunities, we strengthen the child's biological system which helps them later in life. Research proves that quality programs can give life-long benefits to children. Experiences in the first years of life organize the brain and determine how the child will function for the rest of their lives.
  • The environment at Early Education Station belongs to the children and the teachers. The classroom reflects their interests and culture, and promotes learning skills, independence, socialization, and problem solving. Each classroom is set up with learning centers so that children can explore the environment and learn through their play.
  • Play is an extremely important component of a child’s early education. Play is a pleasurable, spontaneous, self-motivated activity that provides a method for learning and development in all domains. Teachers support the development of quality play by designing the physical environment and intervening appropriately.
  • The daily schedule provides a balance of teacher initiated and child initiated activities. Both indoor and outdoor areas are used to enhance development. Developmentally appropriate activities are planned to promote progress in the social, emotional, physical, self-help and cognitive domains. Hands-on activities allow children to learn by doing.
  • Assessment, with family input, guides teachers in planning/implementing activities, adjusting program/classroom practices and environment, and supporting individualized learning/interest/needs. Antidotal notes, work samples, snapshots, and portfolios are kept for children in order to monitor growth and progress. Assessment results can also be valuable to determine if other services could benefit a child/family. Staff will work with other professionals, and families, to develop and implement an individualized plan based upon assessment information that supports the child’s inclusion, if needed.
  • Positive discipline techniques are utilized with the children to aid in their understanding of social skills. Our main purpose of child guidance is to keep everyone safe, and help children develop pro-social behaviors and maintain a good self esteem. Staff will help children learn limits and appropriate behaviors by making children aware of what is expected and allowed in the classroom. Research has proven that children who interact with warm, caring, responsive adults tend to thrive and show more resilience in later life. Because early interactions directly affect the way a child’s brain develops, warm and responsive care appears to help a child handle ordinary stresses, and prepares them for the effects of stress or trauma later in life.

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Touch Policy

Touch is necessary for normal social and emotional development in young children. Research has shown that children who do not receive affection do not learn to trust and have difficulty forming relationships later in life. Just as young children learn about their world through hands-on experiences, children must be shown love with touching.

A responsibility of preschool programs is to promote normal development. Touch is a necessary part of this process. In recent years, the issue of touch has been raised by a few highly publicized cases of child abuse in group settings. Parents may be worried about the safety of their children. Early Education staff may be concerned about allegations of abuse and can be reluctant to show affection toward children. The purpose of this touch policy is to prevent misunderstandings by clarifying appropriate touch in the early childhood setting.

  1. Safety education is a regular part of our curriculum. Just as children learn about fire and street safety, children learn about the privacy of their own bodies and their right to control what happens to their bodies.
  2. One of the first rules children learn when they enter our program is that they may not touch another person in a way that is not wanted. This means that we don’t hug or pat another person if they do not want to be hugged or patted. Both staff and children respect this rule. An exception occurs when a staff member must help a child gain control by holding that child to prevent harm to others or him/herself.
  3. Staff will be seen giving spontaneous hugs and pats on arms, shoulders and backs. Staff will also be seen rubbing or patting backs and arms to help children rest at naptime.
  4. Children are allowed to sit on an adult’s lap to hear a story or be comforted. If a child indicates he wants to be cuddled close with an adult arm around them, the adult responds.
  5. Children are given help with clothing whenever they request; however, a staff person first encourages the child to try to manage clothing alone.
  6. Teachers will hold the child’s hands to help them pay attention or carry a child to guide them to appropriate activity.
  7. Children are taught that kissing is a family activity.
  8. Early Education Station has an open door policy. Parents are welcome at any time.
  9. All persons on Early Education Station premises are recorded on a video computer system. Parents are welcome to view video at the office if they have a concern or question. Video is available for at least one week after being recorded.
  10. Two staff members are always present in the school.
  11. Children’s bathroom doors are kept open, except when being used by school age children or adults. When a school age child or an adult is using the bathroom, there is only one person the bathroom at that time.

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Parent Advisory Committee

Early Education Station has a parent advisory committee which meets quarterly to review pertinent information about the program. Please gather more information from the director if you are interested in participating on this advisory committee.

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