We value and respect diversity. This belief is modeled for the children and parents through our words and actions. Our curriculum draws upon many cultures and ethnicities in as many ways as possible – through books and stories, songs and dances, and different cultural celebrations. We invite our families to share their special traditions with us. We focus on multicultural, multilingual education as an integral part of our curriculum. Our activity centers are labeled in English, Spanish and other languages spoken by the children in the classroom.
Sex, religion, death and divorce are all topics in which children are acutely interested. We recognize and respect family members as the primary source of education in a child’s life. Children also need teachers to be accurate and honest about life issues. When these topics come up, we try to discuss them openly and factually, but we will inform the parents of their child’s curiosity so that they can continue their discussions at home. It is our goal for children to use correct names for all body parts and functions and that they receive accurate information. Teachers also explain differences between private and public behavior, and appropriate touches such as back rubs at rest time and inappropriate touches. Teacher and administrative staff are available to answer questions parents may have and give further information.
We believe in the importance of positive touch for the health of young children. Touch reduces stress, aids healthy brain and emotional development and demonstrates love for the children in our care. Appropriate touch in early education settings can be defined as non-intrusive, causing no feelings of discomfort or confusion for the child. Such contact should not cause feelings of discomfort or confusion for either the children or their teachers. Each child should be allowed to determine what kinds of touches he or she finds acceptable. With support from families, teachers can help inform children’s understanding of appropriate touch with appropriate guidance and instruction. Teachers often will remind children to use soft touches or be gentle and they model what that means for younger children. Training on teaching children about appropriate touch is offered to our teachers at the time of employment and periodically thereafter.
The CLS welcomes all children to our center. Parents and center staff will work together as a team to ensure the best developmentally-appropriate placement for the child. However, please note there are certain limits to the CLS resources, schedule, and environment that indicate that the child may need further assistance than we can provide. Outside therapy, treatment, or possibly different child care placement may be needed.
In the case that a teacher or administrator has identified a possible concern about a child’s behavior or developmental progress, they will document their observations and implement some basic intervention techniques. The concerns will be discussed with the parents and if necessary, the teacher and parents will develop a plan for possible solutions. Depending on the situation, the center may suggest that a referral be made for further evaluation.
As part of our CCFS family, we have a team of child development and early education specialists available to observe and assess our children. They often take the time out of their schedule as educators to watch our children and staff. If your child is identified as one who may need additional educational support, we will work closely with you and help you find the appropriate community resources.
The Children’s Laboratory School does not discriminate against any child based on the child’s race, color, national origin, sex, religion, or disabilities. Reasonable accommodation will be made to provide services to persons with disabilities. The staff and parents will assess your child’s needs to insure that the program is able to meet the needs of your child.