How does the Child Study Center programs communicate with our family?
The key to successful relationships is communication. Communication is part of our everyday routine at the Child Study Center.
- Initial visits by the parent and child are welcome before you make the decision to enroll your child in the program.
- Parent meetings are held and/or child play dates are offered to answer questions, give updated information, and transition children and new families to the program.
- Each school day children and families are greeted and given farewells individually. During this time teachers and families may briefly discuss concerns, questions, and daily routines.
- Parent Information Bulletin Boards are located in each classroom. Families use these boards and/or clipboards provided to sign children in and out each day as well as sign up for events. Teachers will post notices to inform parents. Please check this board each day your child attends.
- Written communication may include posted schedules, calendars, and menus. Individualized daily reports from the infant/toddler lab and periodically from the preschool lab, Incident Log forms for illness, unusual behaviors, or injuries, and CSC newsletters are distributed. Weekly electronic emails from the teachers will contain highlights of recent events, reminders of special upcoming activities and curriculum, topics of current concern, etc.
- Parent-teacher conferences occur during fall and spring semesters. Family members will be provided information in writing about their child’s development and learning. This gives the families and teachers a chance to discuss the child's progress and goals for the remainder of the year. Additional conferences may be scheduled as initiated by the teacher or requested by the parent.
- Two-way communication is nurtured between the families and staff concerning children’s health, incidences, medications, absences and school closings.
How do you recommend handling separation anxiety?
Separation anxiety is a normal part of growth and development. However, some children and/or families find separation difficult. Often a child will react by crying or clinging.
Staff members will try to ease the separation anxiety for the child by distracting (interesting her/him in an activity thus diverting attention to playing). The adult may ask for your permission to hold the child in order to build trust. During the day, teachers can give the children a chance to talk about how much they miss you and what they would like to share with you at departure.
Families are encouraged to develop a goodbye routine. This may consist of saying goodbye, a kiss, and a wave. This will help your child adjust quickly and develop a sense of security. Never sneak out. Develop a routine. Say goodbye once and depart. Rest assured that your child heard you say goodbye, felt the kiss, and/or saw the wave. Whether or not the child verbally responded by telling you goodbye, you can leave knowing you are helping your child adjust. Keep in mind these ideas:
Be consistent. Arriving promptly to pick up or drop off your child will help develop a sense of trust and security.
Always say goodbye. Tell your child you are leaving but will be back when school is over.
Avoid lingering after you say goodbye. Children easily read body language. If you are hesitant, they can sense this and may also become hesitant.
Prepare your child for any changes. Tell your child about changes in the school schedule beforehand. If you will be delayed in picking up your child, notify the lab so your child can be told that you will be late, and you are on your way to pick her/him up.