PARENT HANDBOOK

The Bright Minds Preschool

 Table of contents

 Welcome
 program
 program’s mission and philosophy
 Policies about:
- Curriculum
- Communication with parents
- Discipline and guidance
- Drop-off and pick-up
- Others authorized to pick up your child from
the program
- Emergency closings
- Fees and payment arrangements
- Food and nutrition
- Immunizations
- Medication administration
- Parent involvement
- Program closings and emergency
preparedness plans
- Field trip
- Transportation
  Welcome

Welcome to the Bright Minds preschool!

The information contained in this “Parents Handbook” will introduce you to the philosophy and
organization of the preschool. It will serve as a quick reference to the daily operating policies
and procedures. Your familiarity with them will help make your child’s day a most rewarding
experience.

The preschool was created to meet the needs for high quality child care for the children,
employees, those of our corporate, and community neighbors. We look forward to working
with you to provide a secure foundation for your child to ensure successful growth and
learning.

We will be happy to answer any questions you may have.

The Bright Minds Preschool Registration Form

 Name: ___________________________________________________________
 Date of Birth: _____________________________________________________
 Mother name: _________________________ contact #: __________________
 Email: ___________________________________________________________
 Father name: __________________________ contact #: __________________
 Email: ___________________________________________________________
 Address: _________________________________________________________
___________________________________________________________

 Emergency Contact Information:

 Name: ________________________________________________________
 Contact #: ____________________________________________________
 Relationship to Child: ____________________________________________
 Name: ________________________________________________________
 Contact #: ____________________________________________________
 Relationship to Child: ____________________________________________

 Program Selection: Full-day

Half-day morning afternoon
  Program

The Bright Minds preschool open all the year, but in vacation’s time we provide a different
program and hours.
We have full time and part time.
Three through five years old children may be enrolled in any or all the following sessions:
Morning 6:30 AM – 12:30 PM
Supervised Lunch 12:30 PM – 1:30 PM
Afternoon 1:30 PM – 6:30 PM
A combination of sessions can provide a full-day program, should a family require this. Families
who anticipate enrolling a child in the program should plan to come with a child and stay for
half an hour to an hour on at least 2 or 3 separate occasions, so the child may become familiar
with the classroom and staff before being left for the first time. These visits are unstructured
and may occur at times that are convenient for the family. They are designed to help both
parents and children become comfortable with the program and lessen any superstation
anxiety and stress.

Lunches are brought from home and must meet licensing standards for good nutrition. We
provide a refrigerator to put the lunches in and we can heat the lunches in the microwave if a
child asks for.

A nutritious snack is provided for each child during both the morning and afternoon sessions. A
snack list is posted in the classrooms on Monday mornings for parent review. Snacks provided
by parents to be shared with their children’s classmates must be commercially prepared or
prepared in a kitchen that is inspected by local health officials.

Classroom placement for all children in the Bright Minds preschool is determined by
maturational development, as well as chronological age. Generally, children are placed in Room
1 (three year olds), Room 2 (four year olds), and Room 3 (five years olds). This placement is
determined upon enrollment by parents and staff and is then subject to continuing teacher and
parent review. Two classrooms function simultaneously and autonomously during each session,
sharing the use of a multi-purpose room, the entry area and the playground.

 program’s mission

Working together with the family and the community to provide safe learning environment that
fosters academic, social, emotional, and physical growth for all children.

 program’s philosophy

“[W]hatever you are, be a good one” – Abraham Lincoln

In developing the idea of leadership, I examined what were the most important values
to me as a leader. I believe leadership not only sets the stage for long-term achievement in the
leading time, but it should ensure that there will be sustainability long after the leader is gone
(Meador, 2018). My values are based on the importance of: respect, diversity, and
collaboration as people who I lead should respect each other, work with students to embrace
diversity, and collaborate with each other to reach the overall goal.

I found that the leader should not be only a leader in the school but also a leader in the
community. Because the leadership includes many tasks, the leader should be: responsible, a
good communicator, fair, and having a sense of ownership and flexibility (Mcbean, 2013). As a
leader of a school, I feel that I am responsible to supervise the students, the teachers and staff,
the school learning environment, and all school events. The best way to accomplish these tasks
is to build a strong personal relationship with the students, the teachers, the staff, and the
community. Also, as I have to divide the workload among people who I work with, I should be
fair and choose the right person for the right task to capitalize on individuals’ strengths. When
individuals feel that they are doing what appeals to them, they will do it with passion. Although
my stuff should be aware of each other responsibilities, I have to be a good communicator and
coordinator to manage and coordinate the expected and unexpected situations. Being flexible
as a leader will help new ideas evolved as my staff may come up with new ideas and I should
allow them to try them out in order to promote their creativity at work. With this flexibility, I
should be balanced and continue to monitor and advise staff members when they need that.

My school should mirror my values of lifelong learning, promoting and development

positive relationships among students, faculty, staff, and the whole community. As a leader, I
believe that I should open communications between the school and the community. This work
of leadership requires organization, creativity, adaptability, and imposing working ethics. In
this way, the community will help the school to do its task. This channel of communication is
important and should be strengthened with inviting the community to contribute in school’s
events. Helping my staff to understand and believe these basic values and creating an
environment where they become motivated through is important to me. The key for successful
school environment should include rewards, challenges, personal and professional growth.
Trust, confidence, and respect, between the school and the community members will
encourage open communication and emphasize collaboration in making decision. I believe in
participative decision making. As a leader, I will make sure to include teachers, staff, and
students voices in the decisions that I will take. I will make sure they know what is going on as I
will keep the channel of communications opens for any concerns they may have. Participative
decision making allows for better decision and enhances the development of the school to
reach its ultimate goal of building an effective community.

 Curriculum

The curriculum that is used in the Bright Minds preschool is not a pre-determined and fixed set
of information. Rather, it is an ongoing plan of action, based on the program philosophy and
the individual children enrolled in the program. Each semester, head teachers cooperate to
design a program of topics or themes. These are generally similar for all sessions (i.e., Ramadan,
Hajj), but are implemented by each teacher to meet the needs of children in that group. This
topic outline also allows the many pre- professionals involved in the program to plan and
prepare for their participation in the classroom.

Each teacher writes weekly lesson plans that posted in the classroom. Teachers' plans for the
individual needs of children may not be posted, according to the discretion of the teacher.

Children are provided with many opportunities for growth and learning in the following areas:

1. Knowledge: This includes facts, concepts, stories, songs, and other types of information
which may be useful or enjoyable for the child to know. Material should relate in some way to
the lives of the individual children, as well as being relevant to young children in general.

2. Skills: Skills are small units of action, easily observable, which occur in a relatively short
period of time. These may include motor and social skills, printing, counting, etc., which can be
improved through practice that is most often child initiated.

3. Dispositions: Dispositions are tendencies to respond to situations in certain ways and can be
thought of as habits of mind. Friendliness, creativity, curiosity and cooperativeness are
examples of dispositions which we hope to foster. They are learned primarily from interacting
with those who have and exhibit these characteristics, and by being given opportunities to act
in such ways, so that these behaviors can be acknowledged, appreciated, and strengthened.

4. Feelings: While some feelings may be innate, many are learned. Developing feelings of
confidence, competence, and security is important for young children, and encourages the
ability to understand and let others know what one's particular feelings are at any given time.

In all four of these areas of learning, children should not only be exposed to, but actively
engaged in the learning process. The total curriculum seeks to develop intellectual and personal
competence by fostering the development of problem-solving skills, openness, autonomy and
personal integrity.

The program uses the following developmental goals to help children:

- Develop a positive self-concept and a sense of belonging

- Learn to give and receive affection and to share
- Understand and respect social and cultural differences
- Learn about social roles and apply rules of group living
- Develop independence, autonomy, and self-control
- Begin to understand their own bodies
- Acquire basic physical skills, both gross and fine motor
- Construct knowledge of the physical world
- Develop language and literacy ability
- Question, think critically, make choices, and solve problems
  Communication with parents

The building of relationships between mothers and each member of the teaching team is the
foundation for the child’s positive experiences at the center. Continuity between home and the
Bright Minds preschool is essential for providing a meaningful experience for your child. It is
important that you tell us about any change or special activities in the home. The more familiar
we are with your family, the more understanding, supportive and helpful we can be.

It is of utmost importance that you notify the teachers and office staff of any changes of
address, phone numbers (at home and at work), caregivers, and emergency phone numbers.

Mothers are welcome to visit their child’s room at any time once the phase-in period is
completed. We encourage mothers to spend time at the Bright Minds preschool. By spending
time here, you communicate to your child that it is a place for your whole family and not just
for your child. As mothers build relationships with each other, the staff and other children. This
is one of the benefits of on-site child care, so please feel free to join us for lunch or just come
for a visit.

For some children, it can be confusing to see a mother unexpectedly. For this reason, we ask
that you let the teachers know in advance when you are planning to visit. Also, there may be
some children who cannot tolerate a mother visit at certain times of the day. If this is the case,
the teachers will speak to you about other times that will work better for you and your child.

Again, it is important all through the year that you inform the teachers of any changes before
they happen (ex. one parent has to take a trip, illness/hospitalization in the family, moving even
a short distance, parents changing jobs, etc.) Changes that may seem routine or ordinary to an
adult are regarded as unusual by a young child who has not had as many years of experience in
dealing with changes. These changes and others often lead to different behavior in the room.
We can teach and work better with your child if we are aware of the changes at home.

Mother-Teacher Conferences are held twice per year. This is a time to be in contact, exchange
information, set goals as well as report on your child’s activities in the room. Please feel free to
arrange additional meetings with your child’s teachers as needed. It is difficult for teachers to
have extended conversations at arrival and pick-up times, as they need to focus on the children.
They will be happy to talk with you on the phone at a time when they can be away from the
children.

If you wish to speak with the teachers about your own child, please do so out of earshot of your
child and the other children. Often, it is best to schedule a time to meet with the teacher out of
the classroom or to talk on the phone.
  Discipline and guidance

Guidance strategies in use at the Bright Minds preschool are designed to help the child develop
self-discipline. Teachers focus on modeling and teaching respectful interpersonal relationships
with others rather than on the punishment of misbehavior. Physical punishment of any kind is
never used. Language used with children during any incident of misbehavior may be firm but is
always respectful. “Time out” as punishment is not used. Parents are encouraged to discuss
concerns about appropriate guidance for preschool children, either at school or at home, with
teachers and with the director. Some positive discipline strategies:

- Setting clear, consistent rules helps children learn what is expected of them (i.e.
“Blocks are for building, balls are for throwing”).
- Using short, simple phrases helps children to focus on what is important (i.e. “indoor
voices,” “Chairs are for sitting”).
- Establishing reasonable, predictable routines helps children to feel secure and to
begin to manage their own behavior (i.e. “First we clean up the blocks and then we
can read a story”).
- Giving limited choices supports children’s independence and can reduce power
struggles (i.e. “Do you want to put your coat on by yourself, or do you want me to
help you?”). Too many choices can be overwhelming and actually increase
frustration for young children.
- Using natural consequences helps children better understand cause and effect
relationships (i.e. “If you throw sand again, you will need to leave the sandbox”).
Arbitrary consequences can lead to resentment rather than learning.
- Teaching children problem-solving skills supports their creativity and independence
(i.e. “I see two children who both want the same stroller. What can we do? Hmm,
maybe we can find another stroller!”). When adults model these skills by thinking
aloud, older toddlers can be encouraged to make suggestions and to thus begin to
learn how to solve problems by using their words.
- Acknowledging children’s feelings can help to defuse conflicts and develop empathy
(i.e. “Hitting hurts. I can see that you want the truck, but I can’t let you hurt Tania.”).
A good rule of thumb is to limit behaviors not feelings.
- Addressing the behavior, not the child, helps children learn what is and is not
acceptable without damaging their self-esteem (i.e. children are never “bad” even
when a particular action might not be appropriate).
- Praising desired behaviors motivates children to keep on trying since they know that
we are paying attention to their efforts (i.e. “You used your words to ask for a turn
with the bike!”).
- Gentle redirection keeps the focus on the positive and reduces the risk of a power
struggle. Some useful techniques include:

- Distraction: “Let us go look at the fish.”

- Humor: Appealing to children’s sense of humor can quickly reduce tensions and help
the foundation for creative problem-solving.
 - Motivation: “Where does your coat go?” rather than “Hang up your coat.”
Pretending you forgot where the coat goes often thrills young children.
- Novelty: Singing, whispering or using a silly voice to get children’s attention can work
wonders.

Ignoring temper tantrums and waiting until the child is calm enough to talk will help both adult
and child find a more effective way to address the problem. When children are completely
upset, they will not understand rational arguments or consequences. By modeling self-control,
adults help children learn to better regulate their own emotions.

Anticipating problems is often the best way to avoid potentially difficult situations. Noticing
patterns of behavior and examining potential triggers can help parents and teachers develop an
effective intervention. Regular, on-going communication between the parents and the teaching
team makes it possible to address concerns as soon as they arise.

Three basic rules are taught and modeled:

1. We respect and help care for all other living things (people, pets, plants, etc.)
2. We are careful in our use of all personal, classroom, and outdoor materials, and
we don’t waste resources (clothing, toys and books,paint and paper, water, etc.)
3. We help maintain a learning environment that allows everyone to do their best
(use quiet voices, wait our turn, don’t interrupt, listen to others, share materials,
etc.)

The teaching staff accepts responsibility for modeling and teaching these guidelines to children.
Children are taught and re-taught appropriate behaviors as necessary. Teachers help children
reflect on any actions which may be harmful to others, and encourage feelings of remorse and
empathy when they are appropriate. Children are provided with time to reflect and are
encouraged to make amends as best they can (help clean up, repair materials, comfort a crying
child, etc.) Children may be removed from the group for this purpose but are encouraged to
return as soon as they are calm and ready to participate in a way that is respectful to others
and supportive of the learning environment.

 Drop-off and pick-up

The Bright Minds preschool is open Monday through Friday from 6:30 a.m. until 6:30 p.m. We
expect that all children will leave the center by 6:30 pm. Families may drop off and pick up
children at their convenience, to suit the family schedule. Children must be signed in and out
accurately on the class roster, and these records are kept for at least 6 months. A call to the
school if your child will not be in attendance is appreciated.

Designated pick-up times are 12:20 a.m.- 12:30 p.m. for the a.m. session, 01:20 p.m.-1:30 p.m.
for the a.m. & lunch session, 06:20 p.m. 06:30 p.m. for the p.m. session. Children MUST be
picked up by the designated pick-up time. After three reminders, a late fee of 1.00 SAR per
minute will be assessed.

 Others authorized to pick up your child from the program

Children will be dismissed only to parents and to persons designated by the parents on
the child's Emergency Card. Designated persons should have been personally introduced to the
classroom teacher and carry identification. Parents will fill out a message form (available in the
classroom) indicating the name of the person who will be picking up their child. Last minute
calls designating persons who are not known to staff will not be accepted. Please plan ahead.
When a child is not picked up at the scheduled time, we will make repeated attempts to
contact family members and others listed on the Emergency Card. If you have an emergency,
please call the Bright Minds preschool as soon as possible. As a last resort, the Bright Minds
preschool may contact other agencies for help.

Authorization of Pick-up Form

Name of Child: ___________________________________________________

Day/Date of pick-up: ______________________________________________
Name of Person to pick up the child: __________________________________
Phone Number: ___________________________________________________
Parent’s Signature: ________________________________________________

 The person who pick-up the child must show his ID

 Emergency closings

Since children who are worried about "getting dirty" may refuse to engage in valuable
learning experiences, clothing that can be easily laundered should be worn. Clothing
appropriate for the day's weather conditions is essential (sweaters, coats, hats, mittens, etc.).
Well-fitting shoes which the child can manage easily are important. Boots, thongs and some
sandals are unsafe for many outside activities and are discouraged. A small resting blanket will
be provided and regularly laundered by the school.

Smocks are provided in each room, but a certain amount of staining is inevitable in a
rich and varied art program. Children should not be made to feel they have done something
wrong if they get paint on their clothes.

Parents are to provide their child with an "emergency pack" to be kept at school for
accidents. This pack should contain a change of clothing that is appropriate for the season,
including socks and underwear. All items, including the pack, should be labeled with the child's
name.

 Fees and payment arrangements

Tuition costs at the Child Development Laboratory are assessed for the period of a semester.
Before the beginning of each semester, a first payment (which is part of the total tuition fee) is
made. Upon acceptance of this fee, a place is held for the child. This fee is NOT refundable. The
remainder of the tuition may be paid under either of two (2) plans.

 Plan 1 - full tuition, minus the first payment, paid on the first day of the semester.
 Plan 2 - full tuition, minus the first payment, paid in four (4) payments as listed in the
Tuition Form.
 Summer terms operate on a different plan, because they are only 4 weeks long.
After the first payment is made, the balance is due on the first day of the 4 week
term. Please see our annual Tuition Schedule for exact details for the current year.

Parents may request an alternative payment plan, which must be approved by the director, but
all payments must be made at least two weeks in advance of services. Payments must be made
by transferring the money to the school account. Please note, CASH WILL NOT BE ACCEPTED.
Again, a first payment made in any semester to hold a place for a child is NOT refundable.

 Food and nutrition

As a Texas Rising Star provider, we must abide by certain nutrition policies and procedures.
Please be assured that during meal times, we practice the following policies and procedures:

1. Liquids and foods hotter than 110 degrees F are kept out of reach of the children.
2. Staff are educated on food allergies and they take precautions to ensure children are
protected.
3. On days that providers serve meals, prepared food that is brought into the program to
be shared among children is commercially prepared OR prepared in a kitchen that is
inspected by local health officials.
4. Staff do not reward good behavior or clean plate with foods of any kind.

In regards to food brought in from home, we practice the following policies and
procedures:

1. We ensure the safety of food brought from home, include refrigeration or other means
to maintain appropriate temperatures.
2. We have policies in place outlining strategies to educate children and their parents on
nutrition.
 3. We provide parents with information about foods that may cause allergic reaction.
4. We provide sample menus of healthful lunches for parents whose children bring food
from home. Parents are encouraged to provide meals with adequate nutritional value.

For sample menus, please visit the following website:

http://www.choosemyplate.gov/healthy-eating-tips/sample-menus-recipes.html

For information about foods that may cause an allergic reaction, please visit the following
website: http://kidshealth.org/parent/growth/feeding/food_allergies.html

 Immunizations

A copy of your child’s original immunization record that is signed by your child’s physician or
other health care professional is required on or before your child’s first day of attendance.

 Medication administration

If a child must take medicine while at school, a medication form must be completely filled out.
Forms are available in each classroom. Medications must be unexpired and in their original
containers with the child's name on the label. All medications should be hand delivered to the
director or the teacher along with the completed medication form. Do not leave medicines in
children’s cubbies. By state law, only medications in the original container can be administered.

The Bright Minds preschool staff does not administer the initial dosage of a medication, except
with physician’s written permission for life-threatening situations (ex., EpiPen.) All medicines
are stored in a locked refrigerator, cabinet or container and are inaccessible to children.

Parents or a health care professional must provide (1) written instructions that include signs
and symptoms, and (2) a demonstration and any special care after use when medication
delivered by a device is needed. Medication, including medication delivered by a device, is
given only by trained staff.

 Parent involvement

Parents are involved in the educational process at the Bright Minds preschool through parent
conferences, meetings and classroom activities. Parents are asked to schedule a conference
with the teacher at least once a semester. Additional conferences with the director and with
teachers are held at any time upon request.

Parent programs are provided on a regular basis. These include social activities such as family
picnics and children’s singalongs, as well as opportunities to discuss issues related to children.
We welcome parents who wish to become involved in enriching our curriculum or who have
other ways of participating in our program.
  Program closings and emergency preparedness plans

Raining and fire drills are practiced on a regular basis. Office personnel listen to radio reports
during inclement weather, to remain aware of changing conditions. Emergency information,
including a building diagram and exit routes is posted near each door. The head teacher will
count, and record children present when leaving the school, and recount and record
attendance at the designated alternate location.

If evacuation and relocation away from the Bright Minds preschool becomes necessary for any
reason, the school has designated the parking lot on the corner of the across street and we will
walk there.

 Transportation

The Bright Minds preschool do not provide any kind of transportation. Parents must drop off
and pick up their children by themselves. Teachers are not allowing to help with the
transportation.

 Field Trips

The bright Minds preschool do one field trip each semester. Mothers and volunteers are invited
to join us. Please inform the person who responsible of the trip in advanced. Parents will
receive at least 48 hours notice before the scheduled event that requires us to leave the school.
 The Bright Minds Preschool Permission for Field Trip

Today’s Date: _________________________

The Bright Minds preschool has a special field trip planned and would like your permission to take your
child.

Date of Trip: _________________________ Departure Time: _____________________

Location of Trip: _____________________ Return Time: ________________________

Phone #: __________________________ Method of Travel: ____________________

Teachers: ____________________________________________________________

To give permission, please sign the lower half of the permission slip and return it to the class by
__________________________

(Date) _______________________________

(keep the top half for your information)

(cut along dotted line and return this half)

The Bright Minds Preschool Permission for Field Trip

Child’s Name _________________________________________________________

I give permission for my child to attend with ________________________________ (Name of Class)

staff on a field trip to ____________________________ on ____________________ (Location of Trip)

(Date) _______________________________

I can be reached at _____________________ during the hours of the field trip.

______________________________________ ________________

Signature of parent/guardian Date