Implementing the Center’s Release Policy

To ensure the safety and security of all children in our care, our preschool strictly enforces a student release procedure that requires written parent/guardian consent and official photo identification for all individuals picking up a child. This policy is in accordance with state licensing regulations and best practices for child protection.

1. Authorized Pick-Up List

• At enrollment, parents/guardians must complete the Emergency Contact and Authorized Pick-Up Form listing all individuals permitted to pick up their child.
• The list may be updated at any time in person by the enrolling parent/guardian.
• No verbal authorizations over the phone will be accepted for new pick-up additions.

2. Written Consent Requirement

A child will only be released to:

• A parent or legal guardian listed in our records, or
• An individual listed on the Authorized Pick-Up List.
• Any exceptions require written consent from the parent/guardian before release.

3. Photo Identification Requirement

• All individuals picking up children—including parents/guardians—must present valid government-issued photo identification at pick-up.
• Acceptable forms of ID include: driver’s license, passport, state ID card, or military ID.
• Staff will verify the ID matches the name on the Authorized Pick-Up List before releasing the child.

4. Verification Procedure

The staff member receiving the child for dismissal will:

• Request photo ID from the individual.
• Compare the name on the ID to the Authorized Pick-Up List.

If the name matches:

• The child will be released.

If the name does not match:

• The child will not be released until staff contacts the parent/guardian for confirmation.
• Written authorization must be received before release.

5. Emergency Situations

In the event of an emergency where an unauthorized person must pick up the child:

• The parent/guardian must provide written permission and the individual must show photo ID.
• If written permission cannot be obtained, the child will not be released until a parent/guardian arrives.

6. Refusal of Release

Staff reserve the right to refuse release if:

• Proper identification is not provided.
• The person’s name is not on the Authorized Pick-Up List and written consent is not received.
• The individual appears to be impaired or otherwise unable to safely care for the child.

Our goal is to provide a safe, respectful, and nurturing learning environment where every child can develop socially, emotionally, physically, and cognitively. Discipline in our preschool is based on positive guidance rather than punishment, helping children learn self-control, problem-solving skills, and respect for themselves and others.

1. Guiding Principles

• Discipline is proactive, not reactive.
• Guidance focuses on teaching appropriate behaviors rather than punishing mistakes.
• Strategies are developmentally appropriate and respect each child’s individual needs, background, and learning style.
• All interactions will promote self-esteem, empathy, and responsibility.

2. Acceptable Guidance Strategies

Staff will use the following approaches consistently:

• Modeling: Demonstrating respectful and safe behavior.
• Clear Expectations: Stating classroom rules in simple, positive language.
• Positive Reinforcement: Acknowledging and praising appropriate behavior.
• Redirection: Offering an alternative activity or choice when a child’s behavior is inappropriate.
• Conflict Resolution: Helping children express feelings, listen to others, and work toward solutions.
• Natural & Logical Consequences: Allowing children to experience the results of their actions when safe and appropriate.

3. Unacceptable Discipline Practices

The following methods are strictly prohibited in our program:

• Corporal punishment (spanking, hitting, shaking, or any form of physical harm)
• Yelling, shaming, or using derogatory language
• Withholding food, rest, or bathroom privileges as punishment
• Isolating a child in a way that restricts movement or supervision
• Any action that could cause emotional, physical, or psychological harm

4. Behavioral Support Process

If challenging behavior persists despite positive guidance:

Observation & Documentation

• Teacher records frequency, triggers, and responses to the behavior.

Teacher Intervention Plan

• Modify environment, schedule, or approach to address the issue.

Parent/Guardian Communication

• Meet to discuss observations, share strategies, and partner on solutions.

Behavior Support Plan

• Create a written plan that includes specific goals, strategies, and supports.

Specialist Referral (if needed)

• With parent consent, refer to district support staff (behavioral consultant, social worker, child study team).

5. Immediate Intervention

If a child’s behavior poses an immediate safety risk to themselves or others, staff will:

• Remove the child from the situation in a calm manner.
• Provide a safe space within the classroom for the child to regain control.
• Notify the parent/guardian the same day.

6. Family Partnership

• Families are encouraged to share information about their child’s needs, triggers, and successful strategies used at home.
• The school will provide parents with resources on positive discipline and child development.
• Ongoing communication between school and home is essential for consistency.

7. Documentation & Review

• All incidents requiring removal from an activity, safety intervention, or formal meeting will be documented.
• Documentation will be reviewed by administration to ensure the policy is being followed consistently.
• This policy will be reviewed annually and updated as needed to reflect best practices and licensing requirements.

Policy Statement:
We believe discipline is about teaching, not punishing. Our approach ensures that children feel safe, respected, and supported as they learn the skills they need to make positive choices.

To protect the health and well-being of all children and staff, our preschool follows strict health practices regarding illness prevention, recognition of symptoms, and safe administration of medication. These guidelines align with state regulations and aim to create a safe, healthy learning environment.

1. General Health Practices

• Staff promote healthy habits by encouraging frequent handwashing, covering coughs/sneezes, and sanitizing toys, surfaces, and shared materials daily.
• Classrooms are ventilated and cleaned regularly to reduce the spread of illness.
• Children are taught age-appropriate self-care routines (e.g., washing hands after using the toilet, before eating, after playing outdoors).

2. Responding to Symptoms of Illness

A child who shows any of the following symptoms will be separated from the group and cared for in a designated supervised area until picked up:

• Fever of 100.4°F (38°C) or higher
• Vomiting or diarrhea
• Persistent cough or difficulty breathing
• Unexplained rash
• Eye discharge or redness
• Lethargy, irritability, or inability to participate in activities

Parent/Guardian Notification:

• Parents/guardians will be contacted immediately.
• The child must be picked up as soon as possible (within one hour of notification).

Return to School:

• Children may return when symptom-free for at least 24 hours without fever-reducing medication and/or with a doctor’s note clearing them to return.

3. Medication Administration Policy

Authorization:

• No medication will be given without written parental consent and a completed Medication Authorization Form signed by both the parent/guardian and the child’s healthcare provider.

Types of Medication Administered:

• Prescription medication in its original labeled container.
• Over-the-counter medication only with a doctor’s written instructions.
• Emergency medications (e.g., EpiPen, inhaler) as per the child’s Individual Health Plan.

Procedures:

Designated trained staff will administer medication.

Staff will verify:

• Child’s name on the label matches the child receiving the medication.
• Correct dosage, route, and timing.
• Staff will wash hands before and after administration.
• Medication will be recorded in the Medication Log immediately after administration.

Storage:

• All medication will be stored in a locked container or refrigerator, inaccessible to children.

4. Emergency Situations

• If a child experiences a severe allergic reaction, breathing difficulty, seizure, or other life-threatening condition:
• Emergency medication (EpiPen, rescue inhaler) will be administered immediately per the child’s care plan.
• 911 will be called.
• Parents/guardians will be contacted immediately after emergency services are initiated.

5. Communicable Diseases

• Parents must notify the school immediately if their child is diagnosed with a contagious illness (e.g., strep throat, chickenpox, COVID-19).
• The school will follow NJ Department of Health guidelines for exclusion periods and parent notification.
• A notice will be sent to families if there has been potential exposure in the classroom.

6. Documentation & Confidentiality

• All illness and medication administration will be documented and maintained in the child’s health record.
• Health information will be treated as confidential and shared only with staff on a need-to-know basis.

Policy Statement:
We are committed to safeguarding the health of our children, staff, and families. By working together—through preventive health measures, prompt response to illness, and safe medication administration—we ensure a safe and healthy learning environment for all.

To ensure the safety, health, and well-being of all children, staff, and visitors, our preschool follows clear procedures for recognizing, responding to, and preventing injuries, emergencies, and allergic reactions.

1. Staff Training & Preparedness

• All staff are certified in Pediatric First Aid and CPR.
• Designated staff are trained in the administration of emergency medications (e.g., EpiPen, inhalers) per NJ law.
• Emergency drills (fire, lockdown, evacuation, shelter-in-place) are conducted regularly and documented.
• First aid kits are stocked and accessible in each classroom and outdoor play area.

2. Recognizing Injuries & Emergencies

Staff will immediately respond to:

Minor Injuries:

• Small cuts, scrapes, or bruises.

Serious Injuries:

• Deep cuts, head injuries, broken bones, burns, significant bleeding, or suspected internal injuries.

Medical Emergencies:

• Breathing difficulty, loss of consciousness, seizures, severe allergic reactions, or uncontrolled bleeding.

3. Response Procedures

Minor Injuries

• Provide first aid (clean wound, apply bandage, ice as needed).
• Comfort the child and monitor for further symptoms.
• Document in the Incident Report and notify the parent at pick-up.
• Any injury from the neck up must be followed up with a phone call to the parent and the information recorded on the incident form.

Serious Injuries & Medical Emergencies

• Call 911 immediately.
• Administer first aid and/or emergency medication as trained.
• Contact parent/guardian immediately after calling emergency services.
• Assign a staff member to retrieve the child’s emergency contact and health records and meet emergency responders at the entrance.
• Document all actions taken on the Emergency Incident Report.

4. Prevention of Food-Related Allergies & Allergic Reactions

Medical Records: 

• Parents must provide documentation of any allergies on the child’s health form.

Individual Allergy Action Plans:

• For children with diagnosed allergies, an action plan signed by a healthcare provider will be kept on file and shared with all relevant staff.

Food Safety Measures:

• All meals and snacks will be reviewed for potential allergens.
• Allergen-free tables or seating will be used when necessary.
• No food sharing is permitted among children.
• Staff will read ingredient labels before serving food.

Environment Controls:

• Handwashing before and after meals.
• Thorough cleaning of eating surfaces after each meal/snack.

5. Responding to Allergic Reactions

Mild Reaction (e.g., rash, mild swelling):

• Remove the allergen.
• Monitor the child closely and follow the child’s Allergy Action Plan.
• Notify parent/guardian.

Severe Reaction (Anaphylaxis):

• Administer epinephrine immediately using the child’s prescribed EpiPen.
• Call 911 and inform them that epinephrine was administered.
• Lay the child flat, elevate legs if possible, and keep warm.
• Contact parent/guardian.
• Stay with the child until emergency personnel arrive.

6. Documentation & Communication

• All injuries, allergic reactions, and emergencies will be recorded in the child’s health file.
• Parents will receive a written Incident/Emergency Report the same day.
• Serious incidents will be reported to the NJ Department of Children and Families Office of Licensing as required.

7. Review & Continuous Improvement

• This policy will be reviewed annually.
• Any emergency response will be followed by a staff debrief to assess the effectiveness of the procedures and identify improvements.

Policy Statement:
Our preschool is committed to preventing injuries and allergic reactions whenever possible, and to responding swiftly, calmly, and effectively in emergencies to protect the health and safety of all children in our care.

Definitions:

• Sanitize: Reduces germs to a safe level (used on surfaces that touch food or mouths).
• Disinfect: Kills most germs and pathogens (used for diaper changing tables, toilets, or surfaces contaminated with bodily fluids).

Procedure:

• Clean with soap and water first, then disinfect.
• Use either a commercial EPA-registered disinfectant (per label instructions) or a simple bleach solution (¼ cup bleach per gallon of water; 1 tablespoon per quart), prepared daily in a labeled, sealed container.  Solution must be left on surface for at least two minutes or, ideally, until it air dries.

Disinfect tables used for eating before each meal.

After each use, disinfect:

• Washcloths used for cleaning children
• Thermometers
• Items used by an ill child
• Sleeping mats not stored separately

At least daily, disinfect:

• Toilets and seats
• Sinks and faucets
• Drinking fountains
• Water play equipment
• Play tables
• Non-porous floors in child-used areas

At least weekly, disinfect:

• Cribs, cots, mats, playpens (approved by Licensing)
• Sheets, blankets, and coverings

Our preschool is committed to providing an inclusive, high-quality learning environment where all children—regardless of ability—are valued, supported, and able to participate fully in classroom life. This policy outlines our approach to welcoming and supporting children with special needs in compliance with state and federal regulations.

1. Commitment to Inclusion

• We welcome children with a wide range of developmental, physical, behavioral, and learning needs.
• We recognize the unique strengths and individual learning styles of every child.
• Inclusion benefits all children by fostering empathy, acceptance, and collaboration.

2. Guiding Regulations

Our program complies with:

• Americans with Disabilities Act (ADA)
• Individuals with Disabilities Education Act (IDEA), Part B – Preschool Special Education
• New Jersey Department of Education Preschool Program Implementation Guidelines
• NJ Department of Children and Families Office of Licensing standards

3. Enrollment & Participation

• Children with special needs will be accepted into the program using the same enrollment process as all children.
• No child will be denied admission based solely on disability or the need for accommodations.
• Reasonable modifications will be made to policies, practices, and procedures to ensure full participation.

4. Individualized Support

Collaboration with Families:

• Parents/guardians are partners in planning for their child’s success.
• Family input will be sought on strengths, needs, and effective strategies.

Use of IEPs & IFSPs:

• For children with an Individualized Education Program (IEP) or Individualized Family Service Plan (IFSP), staff will implement the supports and goals outlined in the plan.
• Our team will collaborate with Child Study Team members, therapists, and service providers.

Accommodations & Modifications:

• Adjustments to curriculum, classroom setup, materials, and routines will be made to support accessibility and engagement.
• Adaptive equipment, assistive technology, and alternative communication methods will be used as needed.

5. Staff Training & Support

• Staff receive ongoing professional development in:
• Inclusive teaching strategies
• Differentiated instruction
• Behavior support strategies
• Communication and collaboration with specialists
• Teachers and assistants work closely with district-provided support staff (e.g., speech therapists, occupational therapists, behaviorists).

6. Classroom Practices

• Activities are planned using Universal Design for Learning (UDL) principles to allow multiple ways of engagement, expression, and participation.
• Peer relationships are encouraged through cooperative play, buddy systems, and group projects.
• Classroom rules and routines are adapted to support individual needs while maintaining consistency for all children.

7. Health, Safety, & Emergency Procedures

• Individual Health Plans (IHPs) are developed for children with medical needs.
• Emergency procedures (e.g., evacuation plans) will be adapted as needed to ensure safety.

8. Confidentiality

• All information regarding a child’s special needs, medical conditions, or services will be kept confidential and shared only with staff directly involved in the child’s care and education.

9. Continuous Improvement

• Inclusion practices will be reviewed annually to ensure compliance, effectiveness, and alignment with current best practices.
• Family feedback will be collected to guide improvements.

Policy Statement:
We believe that every child has the right to learn, grow, and thrive in an environment where they are respected, supported, and included. Our commitment to inclusion strengthens our preschool community and prepares all children for success in school and life.

The purpose of this policy is to ensure all staff present a professional, approachable, and safe appearance while working in our preschool environment. Staff attire should reflect the high standards of our program while allowing for comfort and mobility during active, hands-on work with children.

• Clothing must be clean, neat, and in good repair each day.
• Attire should be modest and professional, avoiding overly casual, tight, sheer, or revealing clothing.
• Clothing and accessories should be free from offensive language, graphics, or political messages.

• Comfortable, professional tops such as blouses, polo shirts, or plain t-shirts.
• Pants, khakis, capris, or jeans in good condition (no rips, holes, or frayed edges).
• Skirts or dresses that are knee-length or longer.
• Layers (e.g., sweaters, cardigans) for varying classroom and outdoor temperatures.
• Closed-toe, flat or low-heeled shoes for safety during active play and movement. Sneakers are acceptable if clean and in good repair.

• Low-cut tops, crop tops, tank tops with thin straps, or clothing that exposes the midriff.
• Short skirts, shorts above mid-thigh, or leggings worn without a tunic-length top or dress.
• Clothing with tears, stains, or excessive wear.
• Flip-flops, sandals without heel straps, or any open-toed shoes.
• Hats, hoods, or head coverings indoors, unless worn for religious or medical reasons.
• Pajamas, sweatpants (except on designated spirit or theme days), or lounge wear.

• Jewelry should be minimal and safe for working around children.
• Hair should be clean, well-groomed, and secured away from the face when necessary for safety or hygiene.
• Fingernails should be kept short or moderately trimmed to prevent injury to children.
• Strong perfumes or colognes should be avoided.

On designated school spirit days, theme days, or field trips, attire may vary from standard guidelines with prior approval from administration. Clothing should still meet safety and modesty requirements.

This policy ensures that all staff adhere to established work schedules so classrooms are properly supervised and our program runs smoothly. Consistent attendance and punctuality are essential to maintaining a safe, stable, and high-quality learning environment for children.

• Staff will be assigned regular schedules based on the needs of the program.
• Schedules will be provided in writing prior to the start of each school year and updated as needed.
• Staff are expected to be ready to begin work at their scheduled start time (in the classroom, with materials prepared and personal items put away).
• End times are determined by classroom coverage and completion of daily duties.

• Staff should not leave before the end of their scheduled shift unless approved by the administration.
• All time worked must be recorded according to the program’s timekeeping procedures.

• Breaks will be scheduled in compliance with state labor laws and program needs.
• Staff must take breaks only at the times assigned to ensure coverage.
• Breaks may not be skipped or “added” to the end of the day without approval.

• Any request to change a schedule (temporary or ongoing) must be submitted in writing to administration as far in advance as possible.
• Emergency changes will be considered on a case-by-case basis.
• Schedules may be adjusted to meet program needs.

• If you will be late or absent, you must notify the administration immediately following the school’s call-out procedures.
• Repeated lateness or unapproved absences may result in disciplinary action.

Working in a preschool environment requires flexibility. Staff may be asked to adjust their hours temporarily to cover other classrooms, special events, or field trips. Advance notice will be provided whenever possible.