Parent Handbook

What to Know Before or At Enrollment

Choosing an early learning program is an important decision, and we encourage families to take the time to learn about KIDSPACE and determine if our philosophy and approach are the right fit for their child. 

Age Requirements:                                             

KIDSPACE serves children 2-1/2 to 6 years old.

Tours/Visits Before and After Enrollment:

The first step in the enrollment process is to schedule a tour of our school. During your visit, you will have the opportunity to observe our classrooms, meet our teachers, learn about our play-based, Reggio-inspired curriculum, ask questions. We encourage children to attend the tour with their families so they can explore the environment. .

In addition to touring before registration, parents are welcome to set an appointment to bring their child in to visit their future classroom before starting school. This gives the parent and the child an opportunity to begin to familiarize themselves with the people, environment, culture, and routines.

Enrollment Process                                                     

If you decide KIDSPACE is the right fit for your family, you will receive an enrollment packet that includes registration forms, tuition information,  and all required health and licensing documents. 

A child’s enrollment is secured once all required paperwork has been completed, the registration fee has been paid, and space is available in the appropriate classroom. Because class sizes are intentionally kept small to provide individualized attention and build strong relationships, openings are limited and may fill quickly.

We encourage families to ask questions throughout the enrollment process and to share any information about their child’s interests, strengths, learning style, medical needs, or developmental needs that will help us provide a successful transition into the classroom. Our goal is to partner with families from the very beginning to create a positive, supportive, and welcoming start to your child’s KIDSPACE experience. 

Parents have the option to request a teacher.

However, KIDSPACE has the right to make the final decision based on availability and matching requested schedules, age, and gender of the children to create a positive learning environment. 

Non-Discrimination Policy                                       

KIDSPACE  accepts children and families from all backgrounds, regardless of race, color, national and ethnic origin, religion, or gender.

We will maintain a waiting list and enroll new children and families on the basis of the date we receive their completed waiting list application and 

their match to the space available in the program. We give priority to returning families (families whose older children are – or were in our program).

We Honor Diversity at KIDSPACE                         

We welcome children and families whose primary language is not English and work with each family to preserve their culture and values by welcoming the family to share photos, clothing, artifacts, music, and                                                                      

language with the class. Whenever possible, we provide materials/newsletters/announcements and the like in their language.

Your child will be immersed in English and will learn quickly at school. You should NOT change your home language to accommodate your child’s English, though your child may be excited to teach you English words.

We currently have teachers whose native language is Spanish and Ukrainian, and Russian. They speak their language with students in their classrooms and share traditions from their home countries. 

We look to hire staff who reflect the many rich cultures of our community.

We will give special consideration to families who request educators who speak their home language.

Hours of Operation                                                      

Monday – Friday: 7:00 a.m. – 4:00 p.m.             

Preschool Hours: 8:30 a.m. – 2:30 p.m.

Before Care Hours: 7:00 a.m. – 8:30 p.m.

After Care Hours: 2:30 a.m. – 4:00 p.m.

September Open House                                             

The Friday before Labor Day KIDSPACE hosts an open house for all new and returning families. This gives children and families an opportunity to interact with each other and the teaching staff, spend time exploring the materials, and getting to know and become comfortable in the environment before the first day of school.

Licensing and Early Achievers                                

KIDSPACE is licensed by Washington State’s Department of Children, Youth and Family (DCYF) as a full-day childcare center for children aged 30 months through age 12 (though we currently run programs for preschool children 33 months – 6 years old). All aspects of the program, including the physical facilities curriculum, health and safety, and administration are periodically inspected by DYCF.

KIDSPACE participates in the Early Achievers rating process, which is Washington’s Quality Rating and Improvement System (QRIS). KIDSPACE most recently met all requirements to attain a Level 4 rating and the following areas of specialization: Child Outcomes, Interactions and Environments, Family Engagements and Partnerships.

Please see DYCF Early Achiever’s website for further information.

New Student Transitioning into the Classroom

We begin by communicating with the parent to gather information about how best to help their child transition into their new classroom. Armed with parent suggestions and our wealth of experience we confidently help your child transition into the classroom.  We will spend a LOT of time with your child to build a trusting relationship. It is important that your child know there is someone that will understand, love and care for them at school.

Teachers work closely with the students to make sure they begin to know the daily routine and often they ask another student to help acquaint them to a center or how to wash their hands for snack, etc. 

All classrooms have visual schedules and other procedure visuals which support children in seeing and understanding what happens next.

Bring to School Each Day                                           

Children bring their own lunch and KIDSPACE provides morning and after-care snacks.                         

Children bring their own water bottle marked with their name. 

Bring to School to Leave at School                         

Children bring a marked full set of extra clothes to leave at school.

Nap supplies are needed in the Chickadees and Starlings classrooms. They go home at the end of the week for laundering. Children are welcome to bring a stuffie to cuddle with at rest time.

What Not to Bring to School                                    

Toys that are defined as being fragile, of high personal value, or that can be labeled as a weapon by the program coordinator (i.e.guns, knives, toy grenades, slingshots, etc.) and money in backpacks, or pockets.

Because KIDSPACE is concerned about the loss or damage of children’s belongings, we ask that parents understand that the toys children bring may be broken or damaged at school. KIDSPACE is not responsible for personal items that are broken or damaged while at school.

Open Door Policy                                                          

Our Open-Door Policy means you are welcome at ANY time. If you and your child need extra time to separate you are welcome to stay. If you do choose to stay awhile, we ask that you are very clear with your child when you are planning to leave so you don’t just disappear. (Example: “I will stay and watch you put together one puzzle and then I will say good-bye, but I will be back to pick you up after your afternoon snack time.”) And then leave when you say you are and return when you say you will.

Religion and Holiday Celebrations                         

We are committed to serving God through serving families. While we do not teach religious doctrine, we do embrace Christian values and share God’s love. We will celebrate holidays, including Christmas and Easter in a secular fashion. If your family doesn’t celebrate these holidays, please notify your teacher and we will work with you and your child to provide good alternate activities.

Parent Information

KIDSPACE Child Enrichment Program serves children 2-1/2 to 6 years old.

KIDSPACE Child Enrichment Center accepts children and families from all backgrounds, regardless of race, color, national and ethnic origin, religion, or gender.

Enrollment and Yearly Fees                           

One time Registration fee $175 ($250 per family)

Semi-Annual Materials fee $75 ($125 per family) Sept./Feb.                                                    

Assessment Fee $25 per year                      

Tuition                                                                               

Monthly tuition rates are available on the website or on the rate sheet available at the office. Tuition increases take effect September of each school year. 

Tuition is due the first week of the month unless alternative payment plans are communicated to and approved by the administration.  

Before and After Care is billed separately from preschool tuition and is billed the month following aftercare attendance.

Late Fees                                                                           

Payments received after the 10th of the month will accrue a $50 late fee UNLESS payment plans are submitted in writing and approved.  When accounts are more than 15 days past due without approval children may not attend school until the balance is paid in full. Parents wishing to delay payment or change the payment due date from the first of the month need prior approval by KIDSPACE management.

Communications                                                           

You are welcome to call and check in on your child or send a message through the Procare App. 

Administration: Questions related to the program, billing, enrollment, etc. can be sent to kidspace1@comcast.net or parents can call KIDSPACE at 360.944.9300.

Teachers and Staff:  Parents may use the Procare App to send messages to teachers and they will use the app to communicate with parents. 

Newsletters, Etc.: Written communications (classroom/center newsletters, incident reports, invoices, etc.) are given directly to the parent or put with the child’s belongings in their cubbies.

Lunches and Snacks                                                     

Morning snacks are made available to enrolled children without regard to race, color, national origin, sex, or handicap. A second snack is made available to children at 3:00 p.m. Menus are posted weekly.

Please notify KIDSPACE of any modified diet requests due to allergies, religious restrictions, or personal health requirements.

All staff in charge of food handling are required to have Washington State Food Handlers Permits and KIDSPACE maintains standards necessary for obtaining a Food Handler’s Certificate.

We are not able to serve food cooked in homes to children in the program. We are only able to serve commercially prepared foods or foods cooked at KIDSPACE.

If you wish to bring a food for all children to eat (e.g. a treat), please check with the staff at least a day before you plan to bring it.

Keep in mind, children have short attention spans – that goes for eating too. Even though we make lunchtime a relaxed social event, some children want to race through their lunch. Give your children healthy choices in their lunch box to make the most of their eating. It is better to have too many choices than not enough. 

Guidelines for Children’s Lunches                         

Milk is provided at lunch.                                                   

Supplies for lunches if a child’s lunch is left at home.                                                                

Label the outside of your child’s lunchbox with his/her name.                                                                                                                                                  Refrigeration is provided for lunches.                         

A Thermos will keep foods warm.                                  

Sweets should not be sent for lunches

Children’s food intake can change from day to day, as well as their taste buds, so don’t give up on a food, either. Pack your child’s lunch wisely! Limit the salty, processed, overly sweet items.

PEANUT AND NUT FREE                                          

KIDSPACE is a peanut and nut-free school. Please do NOT send food items made from peanuts or nuts of any kind. Peanut and nut allergies can be EXTREMELY dangerous, even fatal. In order to keep our environment safe for all children, we thank you for your willingness to put up with the inconveniences of not sending peanut butter and other peanut and nut products in your child’s lunch.

Birthdays or Special Occasions                                

Birthdays for each child are recognized at school unless the child’s parents ask that we do not do so.   

If celebrations are planned outside the school, invitations must be given to the teachers to discreetly pass out

You are welcome to contact your child’s teacher to find a date to celebrate your child’s birthday at school. Your teacher will inform you of their classroom.

Parents are welcome to bring birthday treats. Please inquire about any allergies in the class.

Parents are welcome and encouraged to attend the birthday celebration.

Field Trips                                                                       

The Eagle class participates in walking to Orchards West Park for Nature School once a week. All parents are notified well in advance of the first weekly trip to Nature School. All students must have a  The caregiver(s) have given permission via the Permission Form within your child’s file. All students must have a permission slip on file. Parents are always welcome and encouraged to attend. 

Visitors

We encourage parents to come and visit the center at any time the program is in operation and will ALWAYS have free access to their child. Other visitors are required to check with the director for permission to visit.

Inclement Weather Policy                                        

Closures: KIDSPACE will be closed when weather conditions force closure of the Vancouver Public Schools OR the Evergreen Public Schools. Delayed Opening: KIDSPACE will delay opening if Vancouver OR Evergreen School District has a delayed opening. We will open two hours late at 9:00 a.m. Preschool will begin at 10:30 a.m.                   

Early Closures: If Evergreen OR Vancouver School Districts close early due to weather conditions, we also will close early. We ask that you come as soon as possible to pick up your child. We will close when all the children are safely picked up by their parent or an authorized adult.

Procare Notifications: We will send out a school-wide notification via the Procare App if schools have a delayed opening, early closure, or are closed for the day. We follow the decisions made by the Vancouver and Evergreen School District.

Parent Involvement

The involvement of parents at KIDSPACE is critical to the success and quality of our program. The development of positive and supportive relationships with parents and communications concerning the individual child’s development, plus program policies and information is the responsibility of each staff member.

Open Door                                                                           

Open-Door Policy means parents are welcome at ANY time. Come to visit and/or observe. You’ll learn much about your child.                                   

Parents are also welcome and encouraged to volunteer in their child’s classroom.                                                                                                                        Parents are invited to share a hobby, a profession, a song or story, or cultural events and information.

Birthday Celebrations                                                

Parents are always welcome and encouraged to celebrate their child’s birthday at school.

Play Dates                                                                        

Parents are welcome and encouraged to set up play dates with other families. Please see your child’s teacher if help is needed.

Family Events 

Preschool Open House: Usually Friday prior to the first day of school (Tuesday after Labor Day). It gives parents and children an opportunity to get acquainted with new families, the staff and program goals.

Preschool Curriculum Night: Parents meet to learn about philosophy, learning goals, curriculum, and daily routines. This evening meeting takes place in early October so parents and teachers also have opportunities to ask questions and informally discuss students, their transitions to school, progress and goals.

Family Nights: Children have the opportunity to show their family their classroom and participate in activities together. This is another opportunity for families to get acquainted and parents to speak informally to the teachers regarding their child.

Evening at the Museum: This evening, the second Friday of May, is a beautiful celebration of the children’s art work throughout the school year. The school is transformed into a museum showcasing the many works of art with documentation. 

Conferences and Concerns: Parent-teacher conferences are scheduled twice a year and also are scheduled at any time by parental or teacher request. Teachers share information related to the child’s development and programming needs as well as the results of child assessments and/or address any issues regarding the program, teacher or children.

Special Events: such as STEM night, Pajama Day or Performance Days: These events are not usually prescheduled on the calendar but correlate with a classroom study or special activity. They happen either in the evening or during the day (at the beginning or end of the school day to make parent attendance easier). These events give the children a chance to participate in a special activity together with their families and friends. It also gives parents an opportunity to see first hand what’s happening in the classroom and speak with teachers and/or other parents.

End of the year celebrations: Each class finds a special way to celebrate their year and recognize each child together with their families. The younger classes like to picnic together. The Eagles class has a family graduation celebration to recognize students moving on to elementary school. 

Keeping Teachers Informed: Please talk to us about your child. It is helpful if you notify us about special things your family is doing together or about things that may have happened at home which might influence your child’s behavior.

Daily Schedule

Before Care (7:00 – 8:30) 

After Care (2:30 – 4:00)

Self-directed activities in classrooms and/or the playground during before and aftercare.

8:30 – 2:30  Preschool Classes in session  

Each classroom has a daily schedule filled with rhythms and routines which are designed around the needs/interests of the students. Schedules include the following every day during free time. Small, large group, atelier, and gym activities vary throughout the week.  

Free Choice Time                                                          

Open Ended Materials, Sensory Play, Pretend Play, Building, Art, Learning Materials (math, science, literacy), Provocations and interest centers

Large Group Gatherings                                            

Discussions, Read A-louds, Music, Introduction and/or explicit lessons of new materials/activities/skills, Children’s Sharing (songs, poetry, experiences, photos, science materials, etc.)

Small Groups                                                                  

Each class spends one hour in small groups there are two rotations of 30 minutes each. There are three small groups in each class. Each small group is five or six children. The groups stay consistent each week. Over the course of three weeks, each child will participate in activities in all three areas an equal number of times. 

The small groups visit and participate in activities in the following areas: 

The Gym: The purpose of the gym is two-fold. The children LOVE to play in the gym. They use all their big muscles and their big imaginations. 

Teacher led guidance is an important piece of gross motor play in the gym and happens the first 10 -15 minutes. Free play follows.

With guidance and persistence, the gym is a great place for children to practice hard skills, such as self-control, voice control, disappointment, and following directions. 

The Atelier: Small groups also visit the atelier a couple of times each week, creating a calm, intentional space for creativity and exploration. There is a full time art teacher that guides the students. In this setting, children are invited to work with a wide variety of art materials and mediums—paint, clay, drawing tools, collage materials, and more—allowing them to experiment, make choices, and express their ideas in meaningful ways. 

Children have opportunities to work on both individual pieces and collaborative projects, fostering independence as well as a sense of shared purpose and community. 

They may move to the light and shadow area within the atelier, where they can continue their exploration through play with light, transparency, and movement. This thoughtful balance of art-making and sensory exploration supports creativity, curiosity, and deeper engagement with the world around them.

The Classroom:  Small group time in the classroom provides children with meaningful opportunities to engage more deeply with materials, ideas, and skills alongside a teacher. 

Snack, Lunch, Nap, Rest, and Relax

Children bring their own lunch. There is refrigeration available. Morning and aftercare snacks are provided.

Nap time in the Starling and Chickadee classrooms is designed to be a calm, comforting, and restful part of each child’s day. Each child has their own designated space with personal bedding, and the environment is softened with low lighting and gentle music. Teachers provide individualized support, sitting with children as needed and offering quiet reassurance or reading a story to help them relax and feel secure. Children are welcome to bring a favorite stuffy and may also look at books while resting on their mats.

For children who do not fall asleep, we provide a respectful rest period followed by quiet activities at the tables. This allows all children to recharge in a way that meets their individual needs while maintaining a peaceful atmosphere for those who are sleeping.

Attendance and Withdrawals

Regular attendance is important for children to receive the maximum benefit from the program. In order for teachers to effectively plan for the day and to be aware of scheduling needs for each individual child, we ask that families notify KIDSPACE when the child will be absent, arriving late, or leaving early.

Vacations and Sick Days                                            

No refunds or credits will be given for absences, vacations, or sickness.

Check in and out Policies                                          

Please remember to sign your child in and out each day with the QR code on the Procare App. State law and KIDSPACE policy requires that parent/guardian sign your child in and out each day.                                            

Dropping off and Picking up Your Child              

Children must be checked in by the adult who delivers them inside the classroom via the Procare app using the QR code. This adult must also escort the child into the classroom and make sure that the teacher has acknowledged the child’s presence before exiting the room. 

When picking up your child, please check him/her out via the Procare app using the QR in the classroom, and inform the teacher. 

Only adults who are listed as the emergency contact and/or listed on the enrollment form as an authorized pick-up person are authorized to pick up your child. Please keep the pick-up authorization form updated. This is for the protection of your child and the staff. Staff members are required to ask the name of the authorized person who comes to pick up a child and will ask that person for identification. 

Staff is responsible for releasing children to appropriate persons. If a parent or guardian has asked someone different to pick up a child, that person must be listed as the emergency contact and/or as an authorized pick-up person on the enrollment form. 

If a person picking up a child appears to be under the influence of drugs or alcohol, staff cannot refuse to release the child to that person. Staff is required to notify police concerning the driver’s condition, automobile make, color, and license number.

Hand Sanitation at Drop off and Pick up             

It advised that children wash or sanitize their hands before and after school. This reduces the chance of germ exchange.

Bring Home Belongings Every Day                       

Don’t forget to check your child’s cubby and family file for any items that need to go home. Staff will place items that need to go home in the cubby. Important announcements, newsletters, reports, invoices and reminders will be placed in the family files.

Withdrawal from the Program                                

We request two weeks advance written notice of intention to withdraw from the program. The parent will be required to pay tuition, in full, for two weeks before the child’s schedule is terminated. A child’s enrollment may be terminated at any time by a decision of the Program Director if the account is delinquent.

Non-Expulsion and Behavior Support Policies

At KIDSPACE, we believe that all children deserve access to high-quality early learning experiences in an environment where they feel safe, valued, and supported. We recognize that behavior is a form of communication and that children develop social-emotional skills at different rates. Our goal is to understand the underlying causes of challenging behavior and provide support rather than exclusion.

Non-Expulsion Policy                                                  

KIDSPACE does not expel, suspend, or unenroll children because of challenging behaviors related to social-emotional development, developmental delays, disabilities, trauma, or mental health needs. Instead, we work collaboratively with families and professionals to develop a plan to identify strategies and supports that promote success for the child.

Washington Pyramid Model                                     

Kidspace proudly participates in the Washington Pyramid Model, a statewide framework that promotes young children’s social and emotional development through nurturing relationships, supportive learning environments, and intentional teaching practices. The pyramid model helps educators build children’s social-emotional skills, foster positive relationships, and teach appropriate behaviors while partnering with families to support every child’s success in a caring, inclusive, and welcoming community.

Positive Social-Emotional Support

Our program promotes positive social-emotional development for all children through:

• Strong, nurturing relationships between children and teachers.
• Developmentally appropriate expectations.
• Predictable routines and consistent schedules.
• Play-based learning experiences.
• Explicit teaching of social-emotional skills.
• Support for emotional regulation and problem-solving.
• Responsive and trauma-informed teaching practices.
• Classroom environments are designed to support engagement and success for all learners.

These practices are implemented consistently across all classrooms and learning environments.

Responding to Challenging Behaviors                  

When challenging behaviors occur, teachers will:

1. Observe and document behaviors to better understand possible causes, triggers, and patterns.
2. Use positive guidance strategies and individualized supports.
3. Modify the environment, schedule, materials, or interactions as needed to support the child’s success.
4. Communicate regularly with families to share observations and gather information about the child’s strengths, interests, and needs.
5. Monitor progress and adjust strategies as needed.

Family Partnership and Behavior Support Plans

If challenging behaviors persist despite classroom interventions, KIDSPACE will partner with the child’s family to develop an individualized behavior support plan.

The plan may include:

• Identification of the child’s strengths and interests.
• Description of the behaviors of concern.
• Possible triggers and contributing factors.
• Prevention strategies and environmental supports.
• Specific teaching strategies and replacement skills.
• Home and school collaboration strategies.
• Goals for supporting the child’s social-emotional development.
• A timeline for reviewing progress and making adjustments.
• Providing resources for the family (see below)

Families are considered essential partners throughout this process and will be included in planning, implementation, and review of support strategies.

Consultation with Specialists and Community Resources When behavioral, social-emotional, developmental, or mental health concerns continue despite classroom interventions, KIDSPACE may seek additional support from qualified professionals.

With family knowledge and participation, the program will:

• Consult with an early childhood mental health consultant from Holding Hope.
• Work with an early childhood coach or behavior specialist.
• Seek guidance from early intervention providers, developmental specialists, or other community professionals.
• Provide families with information about available community resources and support services.

Consultation is intended to strengthen the child’s support system and promote success within the program.

Staff training and professional development     

To ensure all children receive consistent and effective support, all teaching staff receive ongoing professional development in:

• Positive social-emotional development.
• Positive behavior support strategies.
• Trauma-informed care and practices.
• Building supportive relationships with children and families.
• Inclusive practices and developmental differences.
• Reducing and preventing challenging behaviors.

At a minimum, KIDSPACE provides a two hour annual training in August of every year and additional professional learning opportunities in these areas. Staff are expected to implement these practices consistently in all classrooms and learning environments.

Commitment to Inclusion                                          

KIDSPACE is committed to creating an inclusive environment where all children can learn, grow, and thrive. We believe that challenging behaviors are opportunities for learning and growth and that children benefit most when families, educators, and specialists work together to provide thoughtful, individualized support.

Our focus is on understanding, supporting, teaching, and partnering—not excluding.

Transitions

At KIDSPACE Child Enrichment Center, we recognize that transitions are important milestones in a child’s life. Whether a child is moving to a new classroom, transitioning to kindergarten, leaving the program due to a family move or other circumstances, or a peer or teacher is leaving the program we strive to make each transition positive, predictable, and supportive. We believe that strong relationships and continuity of care help children feel secure and confident as they move from one stage of development to the next.

KIDSPACE operates on a traditional school year calendar. For this reason, transitions are kept to a minimum. Children leaving KIDSPACE typically leave at the end of June or August, depending on family choice or needs.

New families normally begin attending KIDSPACE in September. Because we follow a traditional school-year calendar and utilize a looping model whenever possible, children do not experience mid-year classroom transitions within KIDSPACE. Instead, transitions occur at the beginning of the new school year, allowing new students to begin a new school year alongside their peers (some returning and some new) and begin building relationships in their new classroom community together.

Current Student New Classroom Visitations     

KIDSPACE offers several opportunities for children and families to become familiar with their upcoming classroom and teachers. In the spring, current KIDSPACE students who will be moving into a new classroom are invited to participate in multiple visitation experiences where they spend time with their future teachers and classmates. These visits help children become comfortable with the new environment while giving teachers an opportunity to begin building relationships with incoming students. In addition, students often visit other classrooms to lunch with them which also gives them opportunities to begin to feel comfortable. 

Open House for New and Returning Students   

In addition, all new and returning families are invited to attend our Open House held the Friday before Labor Day. This event provides children and families with an opportunity to visit their classroom, meet teachers, reconnect with friends, and become familiar with the environment before the first day of school. The new school year begins on the Tuesday following Labor Day, allowing children to enter their new classroom with confidence and excitement.

Continuity of Care and Looping 

To reduce unnecessary transitions and support the development of strong relationships, KIDSPACE utilizes a looping model whenever possible. Children remain with the same group of peers and teachers for two years. This approach allows teachers to develop a deep understanding of each child’s strengths, interests, learning style, and developmental needs while providing children with a strong sense of belonging and continuity.

By minimizing classroom changes, children are able to build lasting friendships, strengthen relationships with teachers, and experience a stable learning environment during their early childhood years.

Transitioning to Kindergarten/Transitional Kindergarten Within KIDSPACE 

When children are preparing to transition to the KIDSPACE Kindergarten/TK classroom, teachers work collaboratively with children and families to ensure a smooth transition.

Transition supports may include:

• Visits to the kindergarten classroom during the spring and summer.
• Opportunities to spend time with kindergarten teachers.
• Participation in classroom activities and experiences.
• Conversations about what to expect in the new classroom.
• Sharing information between current and future teachers to support continuity of learning and relationships.
• Ongoing communication with families regarding the transition process.

These experiences help children become familiar with the new environment, routines, teachers, and expectations before officially entering the classroom.

Transitioning to Kindergarten Outside of KIDSPACE 

For children who will attend kindergarten at another school, KIDSPACE works to prepare children socially, emotionally, and academically for this important transition.     

Teachers support children by:

• Engaging in conversations about kindergarten and upcoming changes.
• Reading books and sharing stories about starting kindergarten.
• Encouraging independence and self-help skills.
• Helping children reflect on their growth and accomplishments.
• Celebrating the transition as a positive milestone.

Teachers support families by providing parents with an Information Sheet on Kindergarten Programs (public and private) in Clark County. This fact sheet is given to all the parents of in-going kinders in all classrooms at the fall Conferences.

With family permission, KIDSPACE may share developmental information, or other documentation with receiving schools to support continuity of learning. Families also receive the SELF “All About Me” form to complete and share with their child’s new kindergarten teacher.

Family Partnerships During Transitions

Families are important partners throughout all transitions. KIDSPACE communicates regularly with families regarding upcoming transitions and welcomes family input, questions, and concerns.

Teachers and families work together to identify strategies that support each child’s unique needs and help children feel confident and successful during periods of change.

End-of-Year Transitions                                            

At KIDSPACE, we view the end of the school year as an important transition that deserves thoughtful preparation, celebration, and reflection. Throughout the spring and summer months, teachers engage children in conversations about their growth, accomplishments, friendships, and the exciting new experiences that lie ahead. Whether children are returning to KIDSPACE, transitioning to our Kindergarten/TK program, or moving on to another kindergarten program, teachers provide opportunities for children to ask questions, share feelings, and build confidence about the next step in their learning journey.

Children and families participate in child-led conferences, which allow children to share their learning, projects, and accomplishments with their families. At the end of the year, each child receives a portfolio documenting their growth and experiences throughout the year. Portfolios may include photographs, learning stories, artwork, writing samples, teacher observations, and reflections from the child. End-of-year celebrations provide opportunities for children, families, and teachers to recognize accomplishments, honor relationships, and celebrate the transition to a new chapter while maintaining a strong sense of connection and belonging.

Welcoming New Children and Families              

Building positive relationships before a child’s first day is an important part of a successful transition. During the initial tour, prospective children are invited to spend time in the classroom exploring materials and becoming familiar with the environment while their parents learn more about the program. Families and children have opportunities to meet teachers, ask questions, and begin developing relationships that support a smooth transition into the classroom community.

When a family chooses to enroll mid-year, KIDSPACE provides additional opportunities for the child and family to become comfortable with the classroom before the child’s official start date. Children and their parent may be invited to visit the classroom while it is in session, observe daily routines, participate in activities, and spend time with teachers and peers. These visits help children develop familiarity with the environment, build connections with teachers and classmates, and enter the program with greater confidence and a sense of belonging. 

Children Leaving KIDSPACE                                   

When a child leaves KIDSPACE during the school year due to a family move, schedule change, or other family circumstances, we strive to provide closure and support for both the child and their classmates.

Whenever possible, teachers will:

• Talk with the child about the upcoming transition in a developmentally appropriate way.
• Provide opportunities for classmates to say goodbye.
• Share photos and memories from the child’s time at KIDSPACE.
• Celebrate the child’s contributions to the classroom community.

Each departing child will receive their portfolio to take home. Portfolios include documentation of the child’s learning journey and may contain:

• Photographs of the child participating in classroom experiences.
• Samples of the child’s work.
• Documentation of growth and learning.
• Artwork and projects completed throughout the year.
• Drawings, messages, and notes from friends and teachers.

These materials help children and families celebrate their time at KIDSPACE and provide a meaningful connection between past and future learning experiences. 

Summer Off and Return in the Fall                        

Some children will leave for the summer only at the end of the school year and the teachers will discuss the changes with the classes before the summer program begins. Those students will return in the fall, 

Teacher Transitions

Whenever possible KIDSPACE tries to overlap training time by two or more weeks, whenever possible, so children have time to meet and become comfortable with the new teacher/staff member before saying good-bye to the teacher/staff member who is leaving.

We talk about change and what it means and how this change will impact the staff member leaving and the class.

We encourage the children to draw pictures and tell their words to express how they are feeling about the teacher/staff member who is leaving.

We make the teacher/staff member’s last day a happy one and generally celebrate with a special snack.

Parents are notified in writing as soon as possible so they can begin having conversations with their child about the change. When a new staff member transitions into KIDSPACE: As is true with all transitions, we work to keep parents and children apprised of all staff changes at KIDSPACE.

A formal introduction between the children and the new teacher/staff member is planned in each class. Formal introductions are an important social skill, and certainly one not to be overlooked. We take advantage of this opportunity to use it with children.

Camp Kidspace                                                              

Kamp Kidspace is our summer program that runs in July and August after our school year ends. The schedule/routine will be consistent with the school year; however KAMP KIDSPACE will be treated as a special program for the summer. 

Children stay in their same classroom with their peers and their same teachers from the school year during the summer program.

Parents will be notified in writing regarding the staffing of Camp KIDSPACE before the program begins. Generally speaking, staffing is consistent between the school year and the summer program.

Assessments

Observations and Documentation

No single form of documentation tells the entire story of a child’s development. We need multiple forms of evidence collected over time and across different contexts.

Observing and documenting children during their everyday play, routines, and interactions help us better understand each child’s development. Observing and documenting children throughout the year during their everyday play, routines, and interactions help us better plan meaningful learning experiences, individualize our teaching, and communicate with families about children’s growth. 

Observations, documentations, and assessments are done for all children who attend KIDSPACE for at least 90 days.

Portfolios 

At KIDSPACE Child Enrichment Center, we believe that assessment is an ongoing process of observing, documenting, and celebrating every child’s unique learning journey while a student at KIDSPACE. Throughout the year, teachers collect observations, photographs, work samples, learning stories, and documentation that are compiled into every child’s individual portfolio. These portfolios reflect children’s growth over time across all areas of development and are used to make learning visible to children, families, and teachers.

Portfolios are available to children and families all year, Portfolios are formally shared with families at the November and June conferences. Each child is given their portfolios as a forever keepsake at the June conference.

KIDSPACE Developmental Summary Report  

This strengths-based summary is developed through ongoing observation of children in authentic, everyday learning experiences and documents progress in social-emotional development, approaches to learning, language and literacy, cognitive development, mathematics, science, physical development, creative expression, and self-help skills. 

In addition to work samples in each child’s portfolio, teachers gather observations, documentation, photos, and other work samples three times a year to formally assess each child’s growth and development on the KIDSPACE Developmental Summary Report.  This assessment tool is aligned with WaKIDS. 

The educators use the Washington State Early Learning and Development Guidelines for reference as they are assessing the children.                

The KIDSPACE Developmental Summary Report is completed, shared, and given to the families three times per year as follows: 

• November – shared with family at parent/teacher conferences
• March – given to the families – conferences only as per request by educators or family
• June – shared with family at parent/teacher conferences

Portfolios and Developmental Summary Reports are shared formally with families during fall and spring conferences and are theirs to keep. A copy of the KIDSPACE Developmental Summary is also kept confidentially in each child’s student file. The winter assessment, portfolios, and other pieces of visible learning are shared throughout the year informally to celebrate children’s accomplishments, identify emerging skills, support individualized learning, and strengthen the partnership between home and school. The winter formal assessment on KIDSPACE Developmental Summary is sent home with families in March. 

We make every effort to assess children in their home language and also share the assessment information with the parents in their home language. 

There may be instances where a more formal, one-time assessment is needed at which time the teacher will design the assessment in a playful way that is least likely to cause anxiety or give inaccurate results. 

Parent-Teacher Conferences  

Information about children’s growth is shared with all KIDSPACE families informally throughout the year through conversations, classroom documentation, and examples of children’s work. 

NOVEMBER CONFERENCES                                   

Families receive more formal developmental updates during in November (within 90 days of the beginning of the school year). At these conferences, teachers share the KIDSPACE Developmental Summary along with each child’s portfolio — a meaningful compilation of work samples, photographs, and teacher documentation that reflects the child’s learning journey and development over time. 

INDIVIDUAL GOALS FOR EACH CHILD  

During fall conferences, families and teachers work together to review each child’s KIDSPACE Developmental Summary and their portfolio. They then discuss the child’s strengths, interests, emerging skills, and areas of growth. Using both the information families share about their child and the assessments, observations and documentation collected by teachers, individualized developmental and learning goals are created collaboratively. These goals help guide classroom support, learning experiences, and responsive teaching throughout the year. Depending on the nature of the goals and the child’s progress, teachers may revisit and adjust goals during the school year or review and establish new goals again during end-of-year conferences.

REFERRALS

If KIDSPACE teachers determine that a child may benefit from additional evaluation or support, they may recommend that the family contact the child’s pediatrician, request screening through the local school district, or seek other appropriate community services. With written parent or guardian permission, KIDSPACE educators may also consult with Holding Hope mental health consultants to help identify supportive strategies and resources for the child.

Information Sheet on Kindergarten Programs (public and private) in Clark County is given to all the parents of in-going kinders in all classrooms at the fall Conferences.

March conferences are scheduled only at the request of parents or the educators.

JUNE CONFERENCES                                                

The final conference of the year may be conducted as a child-led conference, giving children the opportunity to proudly share and reflect on their portfolio notebooks with their families. These treasured portfolios, which include work samples, photographs, and teacher documentation collected throughout the year, are sent home as meaningful keepsakes of each child’s learning journey at KIDSPACE.

During the June conference, teachers also review, adjust, and/or reset the child’s end-of-year goals and the final KIDSPACE Developmental Summary with families. 

KINDERGARTEN TRANSITION                             

For children transitioning to kindergarten, families will receive an additional copy of the KIDSPACE Developmental Summary along with a “Get to Know Me” Kindergarten Transition Form to complete and share with their child’s future kindergarten teacher in the fall. These materials are intended to help support a smooth and successful transition to kindergarten by providing insight into each child’s strengths, interests, and development.

Our goal is to build strong partnerships with families while honoring and supporting each child’s unique developmental path.

Confidentiality                                                                

All assessment information (screening, checklist, progress reports, etc.) are kept in the child’s confidential file folder, which is in a secure, locking file box at the front desk. All the information in these files are to be viewed by KIDSPACE staff only. In all cases, signed parental permission must be obtained before any assessment information is released to any other individual or agency/organization.

NOTE: Parents may have access to any/all materials, documentation, and communications in their child’s file and may request copies at any time.

Educator Professional Development in Assessment and Documentation  

At KIDSPACE, we are committed to maintaining high-quality, developmentally appropriate assessment practices throughout the school year. Our educators participate in yearly four-hour professional development and training focused on child observation, assessment (aligned with WaKIDS), documentation practices and the KIDSPACE Developmental Summary during our week long Teacher In-service Training in August of every year.  

The staff participates in ongoing training sessions that help our teaching staff stay informed about current research and best practices in early childhood assessment, child development, and authentic documentation. Through continued learning and reflection, our educators are able to thoughtfully support each child’s growth while ensuring assessment practices remain meaningful, respectful, and responsive to the individual needs of young children.

Developmental Screenings

Developmental Screening Policy                             

At KIDSPACE Child Enrichment Center, we believe that every child develops at their own unique pace. Developmental screening is one of the many ways we partner with families to better understand each child’s strengths, identify emerging skills, and determine whether additional support or resources may be beneficial. Developmental screening is not a diagnosis. Rather, it is one tool used to ensure children receive the support they need to thrive. 

KIDSPACE is committed to screening every child annually and, whenever possible, providing developmental screening materials in the family’s home language.

Developmental Screening Tools                             

All classrooms utilize the Ages & Stages Questionnaires, Third Edition (ASQ-3) and the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2) as our developmental screening tools.

Initial Screening                                                            

Families are asked to complete the ASQ-3 and the ASQ:SE-2 within 45 days of enrollment. Because parents know their children best, family participation is an important part of the screening process. If desired, a teacher or administrator is available to assist families in completing the questionnaires.

Home Language                                                            

KIDSPACE values and respects each family’s language and culture. Whenever available, developmental screening materials are provided in the family’s home language. If translated materials are unavailable, every effort will be made to support families by working with an educator, interpreter, or another individual who speaks the family’s preferred language to ensure the screening process is accurate, culturally responsive, and meaningful.

Annual Screening                                                         

KIDSPACE follows a traditional school-year calendar, with most children enrolling at the beginning of the school year. Annual developmental screenings are completed each fall, typically during September, and finalized within 45 days of the start of the school year. Children who enroll throughout the year are screened within 45 days of enrollment and continue to participate in the annual screening process thereafter.

Review of Screening Results                                    

After families complete the questionnaires, teachers in all classrooms carefully review the screening of each of their students to ensure all questions were understood and that responses accurately reflect the child’s development within the context of the family’s culture, language, and experiences. Once the screening is complete, it is scored according to ASQ guidelines.                                

Screening results are used to:

• Compare a child’s development with age-based developmental milestones.
• Identify each child’s strengths, interests, and emerging skills.
• Guide classroom curriculum planning and individualized learning experiences.
• Support teachers in providing developmentally appropriate instruction and experiences.
• Foster meaningful conversations between families and teachers about each child’s growth and development.

Sharing Results with Families                                 

Families receive a copy of their child’s screening results (scoring sheet) and have the opportunity to discuss the findings with their child’s teacher and every effort will be made to share the results in the child’s home language.

If screening results indicate that the child’s development is progressing as expected, families will receive written confirmation that no additional evaluation is recommended at that time. Copies of the screening results and summary letter will be maintained in the child’s confidential file.

If screening results identify an area where additional observation or support may be beneficial, teachers and KIDSPACE administration will schedule a conference with the family (in their home language if possible) to review the results, discuss the child’s strengths, answer questions, and determine appropriate next steps.                                                        

Possible next steps may include:

• Continued classroom observation and support.
• A follow-up developmental screening at a later date.
• Additional classroom strategies to support development.
• Sharing information about community resources, including Holding Hope.
• Encouraging consultation with the child’s pediatrician.
• Assisting families with referrals to early intervention or other developmental support services when appropriate.

Family Partnerships and Referrals                        

Families are valued partners throughout the developmental screening process. When additional evaluation is recommended, KIDSPACE encourages families to share the screening results with their child’s pediatrician.

KIDSPACE also maintains current contact information for local public school districts, Child Find services, early intervention providers, and other community resources. With family permission, we are happy to assist families in connecting with appropriate services and collaborating with professionals to support each child’s success.

Our goal is always to work together with families to identify children’s strengths, celebrate their growth, and ensure they receive any additional support they may need as early as possible.

Supporting Children Who May Benefit from Additional Developmental or Behavioral Support

At KIDSPACE Child Enrichment Center, we recognize that every child develops at their own unique pace. Some children may benefit from additional support in one or more areas of development, including communication, motor skills, learning, social-emotional development, self-regulation, or behavior. Early identification and intervention can make a significant difference in a child’s long-term success, and we are committed to partnering with families to ensure that children receive the support they need as early as possible.

Our teachers continuously observe children’s growth through everyday interactions, play, and learning experiences. When questions or concerns arise, we follow a thoughtful, collaborative process that respects each child’s strengths while working closely with families and qualified professionals.

Our Process to Determine Next Steps for Referral                                                                            

1. Developmental Screening                                     

Children are screened using the Ages & Stages Questionnaires (ASQ-3) and the Ages & Stages Questionnaires: Social-Emotional (ASQ:SE-2) as part of our ongoing developmental monitoring process. Screening results, along with teacher observations and family input, help us identify areas where additional support may be beneficial.

2. Family Conference

If teachers or administrators have concerns regarding a child’s development, learning, or behavior, we will schedule a conference with the child’s family. During this meeting, we will share observations, celebrate the child’s strengths, listen to the family’s perspectives, and discuss whether further evaluation may be appropriate. Families may be encouraged to consult with their child’s pediatrician, their local school district, or another qualified early childhood professional.

3. Collaboration with Specialists                            

When families choose to pursue additional evaluation or services, KIDSPACE works collaboratively with early intervention providers, therapists, developmental specialists, school district personnel, mental health consultants (Holding Hope), pediatricians, and other professionals involved in the child’s care. With written parent permission, teachers may complete questionnaires, participate in meetings, communicate observations, or welcome specialists into the classroom to observe the child in their natural learning environment. This collaborative approach helps ensure consistent support across home, school, and community settings.

4. Individualized Support Plan                                

Following recommendations from the family and professionals, KIDSPACE partners with families to develop an individualized plan to support the child’s success within the classroom. This plan may include environmental modifications, individualized teaching strategies, behavior supports, social-emotional interventions, communication strategies, or other accommodations that help the child fully participate in the program. The plan is reviewed regularly and adjusted as the child’s needs change.

Our Commitment to Inclusion and Non-Expulsion

KIDSPACE is committed to providing an inclusive learning environment where every child is valued and supported. We do not expel or unenroll children because of developmental delays, disabilities, social-emotional needs, or challenging behaviors. Instead, we work in partnership with families and qualified professionals to understand the child’s needs, implement individualized supports and plans to help each child experience success.

In rare circumstances, a team of professionals may determine that a child’s needs would be better met in a program that provides specialized services beyond those available at KIDSPACE. If this occurs, the decision is made collaboratively with the family and appropriate professionals—not because of challenging behavior alone. Our role is to support the family throughout the process by sharing information, coordinating with service providers, and helping create a thoughtful, positive transition plan that ensures continuity of care and learning for the child.

Our goal is always to partner with families, celebrate each child’s strengths, and provide the support necessary for every child to learn, grow, and thrive.

Curriculum

KIDSPACE uses their own curriculum which is an emergent, play-based curriculum inspired by the Reggio Emilia Approach. Our curriculum is intentionally aligned with the Washington State Early Learning and Development Guidelines. Our curriculum supports the whole child. 

KIDSPACE relies on a philosophy that is grounded in the principles of “developmentally appropriate practice” as defined by the National Association for the Education of Young Children (Bredekamp & Copple, 1997). Developmentally appropriate practices are those that are chosen on the basis of three types of information:

1. What is known about child development and learning.
2. What is known about the individual children who are being served.
3. What is known about the social and cultural contexts in which children function.

The Role of the Teacher                                             

Teachers have important professional roles. They observe, listen, plan, intentionally teach, document, reflect, individualize, and continually adjust the curriculum based on what they learn about and from the children.

Productive interactions between students and educators encourage children to explain, predict, compare, reflect, and solve problems.                              

The KIDSPACE curriculum allows for both intentional teaching and child-led learning to work together.

Child Development and Learning                          

Principles of child development provide a foundation for understanding how children develop and learn best:

• Children must feel safe and valued before they can learn. First and foremost, children’s physical, psychological and safety needs are met.
• Children’s learning and development occur in integrated ways. All activities address several aspects of development at once. Because all areas of development are equally important, cognitive, social-emotional, and physical developments are all considered in the curriculum.
• Children’s development occurs in an orderly sequence. By being aware of the typical sequence of development, environments and activities are planned that appropriately engage but do not overwhelm the children.
• Children are active learners who learn best through hands-on manipulation of the environment, building their own understanding of the world, as well as through knowledge transmitted by adults. Children will have daily access to real-life materials and experiences.
• Children’s play is an important vehicle for their social, emotional and cognitive development, as well as, a reflection of their physical development. Thus, significant time will be provided for children to play both indoors and outdoors.

Individual Differences                                                

While typical sequences of development exist, the rate at which children proceed through this sequence is unique. By recognizing the unique development of each child, KIDSPACE can provide an optimally appropriate environment for all children in the program. Each child is considered to have unique needs and learning styles. As much as possible, the curriculum will be designed to be adaptable to the needs of all the children in the classroom, ensuring success for individuals of differing developmental levels and different “ways of knowing.”

Cultural and Social Contexts of Children             

Development and learning are shaped by the numerous social and cultural contexts in which children live. The children’s social and cultural life is an important beginning point for planning curriculum and the classroom environment, so each child feels connected and reflected.

Computers, tablets and the like are not available for student use in the classrooms.

Professional Development – KIDSPACE Curriculum                                                    

KIDSPACE is committed to providing a high-quality early learning program through ongoing professional growth. Each year, KIDSPACE educators participate in a minimum four-hour professional development training focused on the KIDSPACE Curriculum during our August In-Service week. This training, as well as others, throughout the year, strengthens teachers’ understanding of our play-based, child-centered, and inquiry-driven approach; supports consistent implementation of curriculum across classrooms; and includes planning for observation, documentation, assessment, intentional teaching, classroom environments, and continuous reflection to meet the individual needs of every child.

Classroom Management

The goals of the classroom management program used at KIDSPACE are to teach children to evaluate and make choices, to take responsibility for their own actions, to recognize and express their feelings appropriately, to use their time and energy constructively, and to be considerate and fair in solving problems with others.

The classroom management program is based on the recognition that a stimulating, balanced, age-appropriate learning environment, an atmosphere of mutual respect and caring, and positive teacher attitudes will encourage cooperation and prevent most behavior problems.

Families provide the most important support for children, and each family knows its children better than anyone else. Based on this belief, KIDSPACE staff will work as a team with each child’s family to establish clear expectations for children’s behavior and appropriate responses to inappropriate behaviors. Children thrive when they experience consistency and continuity between home and school.

However, it is the primary responsibility of center staff to ensure that no child is harmed. If families and KIDSPACE staff disagree about what this means, staff must act professionally to assure that they do not violate this guideline. This means that if concerns about abuse or neglect arise, staff are required to report and act upon those concerns. It also means that staff cannot agree to perform or permit an action within the program which violates professional guidelines about what is in the best interest of each child.

Appropriate behavior management is providing children with skills necessary to develop their own measure of self-control. Self-control is best achieved through:

Setting clear limits: with the cooperation and knowledge of the children, set explicit and understandable limits and rules of personal and group conduct.

Preventing inappropriate behavior: positive alternatives to punitive discipline include the following strategies for preventing behavior problems in the classroom: anticipate trouble, give gentle reminders, ignore minor annoyances, praise effort and accomplishment, inject humor, and offer choices.

Establishing logical consequences: logical consequences are based on the recognition of mutual equality, mutual respect, and order in the classroom and can help children develop self-discipline. Logical consequences are structured and arranged by the adult. A logical consequence is one that has a direct connection to the child’s actions.

Utilizing conflict resolution: When conflict occurs, children and adults need to know how to resolve it peacefully and without displaying negative behaviors. Conflict resolution is an opportunity for children involved to evaluate what caused the disagreement and to figure out an alternative for the next time the same or a similar situation arises; discussing the situation is a means of helping children learn to verbalize their feelings and solve their own problems with the support of one another and an adult.

Steps in the Problem Solving Process:

1. Gather data about events and feelings and decide what options you will use.
2. State the problem clearly; it is easier for children to solve a problem if you have a clear understanding of the problem.
3. Generate lots of ideas. Go for quantity of different ideas, not quality in this step.
4. Evaluate the ideas. Look at the consequences and alternatives.
5. Ask for a decision and help children plan. List the alternatives, ask the children for a decision, help them plan how to implement the idea, and decide on a time to evaluate your plan.

Positive Discipline                                                       

KIDSPACE subscribes to and utilizes the philosophies and practices of Positive Discipline. At its core, Positive Discipline is based on a simple belief: children do better when they feel better. When children experience a sense of belonging and significance—feeling that they matter and that they are capable—they are far more likely to cooperate, develop responsibility, and contribute positively to their families and communities.

KIDSPACE staff participate in semi-annual teacher training and/or participate in reflective practices of Positive Discipline.

KIDSPACE Child Enrichment Center does NOT use corporal punishment.

Teaching Respect and Consideration

Research and experience teach us that young children are very vulnerable to the examples they see around them — specifically, how other people in their lives act, what behavior they see on T.V. and other media screens, and the materials they are surrounded with. In order for each child in our program to feel safe, we must ensure that children learn to treat all others with respect and consideration.

This is a learning process for most, if not all, young children. We ask that you assist us in this important task by considering very carefully the role models your child or children are exposed to, the toys you encourage or allow them to play with, and their exposure to media. We also ask that you help us to communicate to children that violence and aggression are never acceptable ways to respond to the challenges they experience.

Second Step Violence Prevention Curriculum: KIDSPACE has the Second Step Curriculum to teach all children social-emotional skills including: empathy training, anger management, and problem-solving skills as well as other social-emotional materials.

Safety and Health

Children benefit most from group experiences when they are healthy and they are safe from unnecessary hazards. KIDSPACE is designed to provide children with a comfortable, safe environment where they are free to explore and learn. The state fire marshal and the local fire district inspect the center, and fire and emergency drills are held monthly.

In case of a serious injury, children will be given first aid and families will be notified immediately. The teachers will attend to minor bumps and bruises, and families will be informed of any such accident.

Parents or guardians are also required to submit information on the enrollment form giving emergency consent so their child may receive immediate treatment in case of an emergency.

Entry Security Policy                                                    

Outside doors are locked at all times. Teachers will open the classroom door for parents dropping off or picking up their children. The main door has a keypad. To gain access to the main door, parents and caregivers will be given the numeric code.

Outdoor Play                                                                  

Outdoor play is provided on most days, even when the weather is cold. Children who are well enough to attend the center are expected to play outside. 

Immunizations                                                               

The state of Washington requires that children in groups be immunized and all children must be fully immunized prior to attending KIDSPACE. The immunization form must be completely filled out and turned in with the enrollment packet. We will only accept MEDICAL EXEMPTIONS for immunization (delayed doses, etc.). Medical Exemptions must be accompanied by a letter from a medical doctor.

Illness Policy                                                                   

In order to keep our children healthy, ill children with fever, vomiting, diarrhea or a communicable disease will not be permitted to remain at the center while they are sick. The child’s teacher or the director needs to be informed of any diagnosed communicable diseases the child develops so other parents whose children may be exposed can be notified. Children should be kept home if they have any of these symptoms:

• Vomiting
• Rash, lice or nits. Body rash, especially with a fever or itching.
• Diarrhea: three or more watery stools in 24 hours.
• Eye infection. Thick mucus or pus draining from the eye.
• Sore throat, with fever or swollen glands.
• Open or oozing sores, unless properly covered with cloths or with bandages.
• Fever. Temperatures of 100 degrees (F) or more. 
• Fatigue that inhibits children from participating in normal activities.

Children must be free of the above symptoms for 24 hours before returning to school. If medication is given, they must be on the medication for 24 hours before returning to the center. For suspected communicable skin infections such as impetigo, pinkeye, and scabies, the child may return 24 hours after beginning the antibiotic treatment.

KIDSPACE does not have the staffing or physical facility to care for ill children who are not comfortable enough to participate in the planned activities. If a child becomes ill at school, we will ask the child to rest on their nap mat in an isolated corner of the center. Please come and get your child as soon as we contact you.

IMPORTANT: Please keep your child’s file up-to-date with phone numbers, all the places where you can be found, your child’s doctor, and person to call in case of emergency.

Refunds or credits are not granted if a child does not attend due to illness.

Medication Policy                                                          

Parent/Guardian Consent: Staff administers medication only with prior written permission (Medication Authorization Form) from parent or guardian. Medication must be in the original container and accompanied by a syringe or medication spoon. (This will allow the medication and dosage to be checked before it is administered.) Medication must be labeled with the child’s first and last names, expiration date, and legible instructions for administration. Medication and measuring devices must be stored in a clear plastic bag to prevent contamination by and of other things stored beside it.

A parent/legal guardian will be the sole consent to medication being given, without the consent of a health care provider, if and only if, the medication meets all of the following criteria: THE MEDICATION IS OVER THE COUNTER AND IS ONE OF THE FOLLOWING: Antihistamine, Non-aspirin fever reducer/pain reliever, Non-narcotic cough suppressant, Decongestant, Ointments or lotions intended specifically to relieve itching or dry skin, Diaper ointments intended for use with diaper rash, Sunscreen for children 

THE FOLLOWING MUST ALSO APPLY: The medication is in the original container, the original container must be labeled with the child’s name, the medication is NOT expired, the medication duration, dosage and amount to be given does not exceed label-specific recommendations for how often or how long to be given.

For sunscreen and hand sanitizer, the written consent may cover an extended time. For all other medications, the written consent may only cover the course of the illness.

Health Care Provider Consent                                 

A licensed Health Care Provider’s consent, along with parent/legal guardian consent, will be required for prescription medications and all OVER THE COUNTER MEDICATIONS that do not meet the above criteria (including vitamins, supplements, and fluoride).

A licensed Health Care Provider’s written consent must be obtained to add medication to food or liquid. A licensed Health Care Provider’s consent may be given in three different ways:

1. The provider’s name is on the original pharmacist’s label (along with the child’s name, name of the medication, dosage, frequency (can NOT be given “as needed”), duration and expiration date).
2. The provider signs a note or prescriptions that includes the information required on the pharmacist’s label.
3. The provider signs a completed Medication Authorization Form.

Emergency supply of medication for chronic illness: For medications taken at home, we ask for a three-day supply (along with the Medication Authorization Form) to be kept with our disaster kit (in your child’s emergency ziplock bag) in case of an earthquake or other disaster.

Injuries                                                                             

Any injuries received during the child’s day at KIDSPACE are recorded on incident report forms. A copy is made for the parent and for center records. If injury requires treatment beyond what can be provided at the center, you will be contacted. If you cannot be reached, we will call in the following order:

• The person you have listed to be notified in case of emergency
• Your child’s physician
• Whatever steps necessary to obtain emergency medical care and emergency surgery as warranted (as stated on Emergency Consent Form signed by parents)

Emergency Procedures                                              

Life threatening emergencies: one staff member will stay with the injured/ill child. An ambulance will be called for any major medical emergency that could be life-threatening or extremely dangerous. Severely injured children will not be moved before the ambulance crew arrives. For a child who is choking, staff trained in using the Heimlich maneuver shall follow the procedure. Parents will be contacted as soon as possible.

1. Minor emergencies: at least one staff trained in basic first aid and infant/child CPR is always on duty. Staff trained in first aid will take appropriate steps in minor injuries. Parents will be contacted as soon as possible if the accident might possibly require medical care. When accidents occur that are unlikely to require further medical attention (such as minor cuts, scrapes, bruises), parents are not called. Accidents are recorded on the accident list and parents are given incident report forms.

Child Abuse Reporting Requirements                 

The Washington State Administrative Code (WAC 388-150-480) regarding reporting of death, injury, illness, epidemic, or child abuse states:

The licensee (KIDSPACE Child Enrichment Center) or staff reports immediately:

1. A death, serious injury requiring medical treatment, or illness requiring hospitalization of a child in care, by telephone and in writing, to the parent, licensor, and child’s social worker, if any;
2. Any instance when the licensee or staff has reason to suspect the occurrence of physical, sexual, or emotional child abuse, child neglect, or child exploitation as required under chapter 26.44 RCW, by telephone, to child protective services or local law enforcement; or
3. An occurrence of food poisoning or communicable disease, as required by the state board of health, by telephone, to the local public health department.

• If you wish to bring food for all children to eat (e.g. a treat), please check with the staff at least a day before you plan to bring it.

In the interest of maintaining a healthy, nutritious lunchtime, we request that you do not send candy or soda pop or other sugary drinks in your child’s lunch. If such things are included in a child’s lunch, we will remove them and place them in his/her cubby for home use only.

Keep in mind, children have short attention spans – that goes for eating too. Even though we make lunchtime a relaxed social event, some children want to race through their lunch. Give your children healthy choices in their lunch box to make the most of their eating. It is better to have too many choices than not enough.

Emergency Kits                                                                 

With the awareness of potential earthquakes as well as other possible emergencies, we want to be prepared for any kind of disaster such as a neighborhood emergency, snowstorm, etc. If a severe natural disaster should occur, we may be caring for your children for an extended amount of time. We are asking that each child have his or her own bag of emergency supplies. We will send home a ziplock bag and directions for what to put in it.

Pesticide Policy

Background Information                                           

Increasing concern about the impact of pesticides on children’s health has led to a law dealing with pesticide use in schools and licensed child care centers. As of July 1, 2002, public schools and licensed child care centers must provide annual notification of their pest control policies and methods, establish a system to notify families of children and employees of planned pesticide use, and post signs where pesticides have been applied. (Chapter 27.21 RCW, The Pesticide Application Act).

Definition of a Pesticide                                             

A pesticide is a substance or mixture of substances intended for preventing, destroying, repelling, or mitigating any pest. The term pesticide applies to:

• Pesticides (note: some fertilizers may contain pesticides)
• Insecticides (ie: ant or roach killer, flea and lice control products)
• Herbicides (ie: weed killers)
• Fungicides (ie: sanitizers, cleaners, mold and mildew cleaners, and bleach, except when it is used as a general sanitizer: one-quarter cup bleach to one gallon of water, then it is NOT considered a pesticide)

Intent of KIDSPACE                                                     

We are dedicated to using the least amount of chemical control of pests in our program in order to provide the healthiest environment possible for our children. We do NOT regularly apply any pesticides to our outdoor play areas. We hand weed all areas in which the children play. In the event that a pesticide use is warranted in an outdoor play area it will be used on a Friday afternoon and the children will not be allowed outside during or after the application. We will notify families and staff at least forty-eight (48) hours before application in writing and we will post a pre-notification letter prominently on the parent bulletin board, the front door of the facility, and on each classroom door in the center. At the time of pesticide application notification signs will be posted for all pesticide applications made to child care grounds. The notification signs will be placed at the location of the application and at each entry point to the area being treated.

We do NOT regularly apply any pesticides inside our facility. In the event that we need a pesticide application, we will notify the families and staff at least forty-eight (48) hours before an application in writing and post the pre-notification letter in a prominent place on the parent bulletin board, the front door of the center, and on the door of every classroom.

Prior-notification procedures are not required in case of an emergency pesticide application for control of pests that pose an immediate human health or safety threat, such as an application to control stinging insects. In these cases notification will be provided as soon as possible, including posting at the time of application.

Parents, guardians and childcare employees will receive this notice annually each fall, upon enrollment, or within 30 days of hire, respectively.

Disaster Plan

Parents are required to review our disaster plan upon enrollment and annually thereafter. Staff will review it annually.

Supplies                                                                          

KIDSPACE will maintain the following supplies for disaster preparedness:

• 3 day supply of water (1 gallon per person per day)
• Comfort Kits from home for each child
• A 3 day supply of non-perishable foods
• A complete first aid kit
• Flashlight, extra batteries, and matches
• A supply kit that includes: duct tape, scissors, plastic sheeting, whistles, paper, pens, crayons, pencils, needle and thread, can opener, eating utensils, knife, bleach, aluminum foil, plastic wrap, resealing food storage bags, towelettes, soap, detergent, toilet paper, plastic bags, a bucket and lid, a small shovel, a hard hat, child-appropriate activities such as games and small toys, and a disaster manual.

Notification of Emergency Event                           

In the event of a fire, building alarms will sound and the emergency lights will come on. Staff will enact rehearsed evacuation procedures with children.

Evacuation Process                                                       

Staff will lead children out of the building to the staging area on the sidewalk at the front of the play yard by the mailboxes. In the event, that we need to be farther from the buildings and the trees, we will safely cross the street and go to the parking lot of the medical buildings. Each teacher will be responsible to account for every child on the attendance roster and then it will be double checked by the director.

Staff will stay with evacuated children continuously until such time as the children are in the care of their families or other guardians.

A disaster plan for children with special needs will be developed individually and approved by the parents and reviewed annually by the staff.

Shelter                                                                              

If the disaster harms the KIDSPACE building and parents/guardians are unable to come, staff will work with emergency personnel to find a safe alternative building for shelter.

If a disaster does occur, parents will be notified by phone as soon as possible. Parents may call the center (360) 944-9300 or Kathy’s cell phone (360) 903-1504 or if that is not possible, phone the out-of-town contact for information.

Preparedness                                                                 

The staff at KIDSPACE CEC does conduct monthly emergency evacuation drills and/or earthquake drills with the children. Though we have never experienced a major disaster, we want to take precautions should an emergency state occur while your child or children are in our care. The most likely disasters identified for our site include: fire, earthquake, windstorms and winter storms.

In the event of a natural disaster                           

As soon as it is deemed safe to travel, proceed to the center. If you work on the other side of the river, please have a backup available to get your child(ren) in case of a major bridge or freeway closure.
When you arrive at school, please do not block roadways with your car, and remember to maintain a calm and positive attitude in the presence of the children.

Children will be released ONLY to authorized persons who will provide their signature on the sign-out sheet.
Please make sure your Authorized Release Form is up to date and correct.

Is prepared to care for your child(ren) in times of critical situations if it takes you a while to get here.
Out of Town Contact

KIDSPACE has designated Nick or Amanda Lascheck as the out-of-area phone contact in case of an emergency that disrupts phone lines. Their phone number is (425) 466-1141 and is also listed on a letter given to all parents/guardians of children in our program as part of our disaster plan.