The following are some guidelines and explanations of what we do to acquaint you with the program. Please take time to read them and keep them handy.

The daily rhythm will vary slightly based on the class you are in, however, a
typical day will include inside play time while adults are engaged in work/crafts, outdoor play, clean up, seasonal circle time, a story/puppet show, and healthy snack.

Children are free to play or to stay with the parent or caregiver. A natural progression is for the child to stay close to ‘their’ adult at first and to gradually move into play alongside and then with other children. The only expectation for the child is to sit at the table during snack (all food and drink is to be had at the table) and to sit quietly for story. If your child is not yet ready or able to do this, don’t worry, they may simply sit on your lap or you may take them outside for a little walk and then return.

1. Activities –
We encourage the adults to be in quiet observation or engaged in purposeful activity whether this is housekeeping in the room, a craft activity provided by the teacher or some project from home. When we are busy with our hands we are inhabiting the same ‘doing’ world that the children inhabit and they are provided with examples they can relate to and bring into their play. The adult work of cooking, sewing, knitting, cleaning or creating builds an atmosphere for children to feel secure in their ‘work’ which is exploring and learning about the world through
their own initiative and creative play. Your child will feel your concentration and calm presence. When we do the everyday tasks of life willingly and well, the children learn directly the dignity of work. When they watch us create things they
experience the wonder of transformation.

Most of the craft activities are offered as adult work and if the children are nearby and interested, they can be inventive with our scraps, but work with scissors and needles is grown-up work and they will be thrilled to see what you are able to make. We do add these activities with the children, in our Transitional and
Kindergarten Program.

2. Conversation –
We look forward to the friendships that will arise among both parents and children, however, the world of the young child is one of action rather than talk and we would like to emphasize this mood in the room. Quiet observation or social conversation while you work is welcomed, being mindful and respectful of the kind of space that we are creating.

Adult topics, in general, are best discussed away from young children. And even if they appear not to be listening, we have all experienced how they seem to ‘know’ what is going on.
There will be times when you are invited to silently observe the children.

This is not only a special gift of full attention that we can give them, but an amazing opportunity to notice, see and hear in a new way ourselves.

3. Tidy time, Table setting, Cleaning –

It is important to understand that these activities are an integral and important part of our time together. We will sing a song together as we reverently put things in their place. We do this without putting pressure on the children. The young child learns through imitation, so please join in with joy and simply welcome
your child’s help, rather than demand. We do – they do.

It is through these mundane tasks that our children establish their relationship to process and to order, which builds the basis for sequencing and logic later on. Besides, this is ‘real’ work in their eyes – it is necessary. They can see what is happening and they can help. How we tend and care for the space can also be seen as a direct expression of our level of reverence for the world and for life.

4. Circle and Story –
Circle time is full of songs, finger plays and movement which first and foremost is fun! These things also foster brain development, spatial awareness, coordination, adult-child interaction and budding social awareness. The children will join in as they are ready, but your involvement will draw them in. If they are
very young, you can do the finger games for them or even on them, but don’t try to make them do it themselves – let them take it in as everyone else does it and come to it in their own time.

The story length will depend on the age grouping, but will always be fairly short and at times accompanied by puppets. We ask that the children sit with you. Some young children may not have developed the attention necessary for story or circle yet. It is fine if they can be occupied with something quietly. If they become too loud and/or distracting, simply take them outside for a short walk and then return.

5. Bathrooms –
Our classroom has a bathroom which may be used by adults. Notice there is a foam door stopper on the door, out of reach from the children. Please replace this when you are finished. Additionally, there is a hook at about eye level on the
inside of the door for privacy. You will find self-toileting tools available for your use, as well as a changing table and wipes. Please use the disposable changing pads and wipe down any messes with the baby wipes. Both are provided on the countertop. There is a small stainless steel trash can where you may dispose of diapers and any other refuse.

6. Snack –
Please bring a piece of fruit or a vegetable that can be eaten raw. Our first task will be to cut these up to share later. When it is snack time, we will sit at the table and together sing a blessing and say a verse of thanks before we serve. We would like to stay together and keep each other company until snack has ended. You are welcome to clear your dishes when you are finished, or do this together as a class as directed by your teacher.

We will provide an organic whole grain snack which is augmented by your contributions. It is a wonderful social experience as we all eat the snack that is provided. We ask that you save personal snacks for the ride home if needed. It may appear at first that your child will not like the snack, but it is our experience that children will try new things as they see others eating and generally come to love them over time. Please let me know if you or your child has any food allergies or dietary restrictions.

7. Outside Play and Clothing –
We work with water outside and play in the rain so please bring a pair of waterproof outdoor shoes.. Also bring a sun hat on sunny days, beanies on cold days, sunscreen or light long sleeves and pants, along with a change of clothes – just in case! Now is the time to begin to build the habit of wearing appropriate outerwear, especially hats. No matter how often they take it off, you can gently return it to their head. It is especially important that you also wear appropriate head coverings, as imitation is the name of the game with young children. Soon they will know to cover-up in the cold and protect their skin and eyes from the sun all on their own.

8. Discipline –
The young child is still closely connected with their parents and when the parent is present they will look to you first for guidance and boundaries. We will step in at times when we feel we can be helpful or if safety is an issue, however each parent (or caregiver) must be aware of and supervise their child.

It is important to remember that these young ones are just beginning to learn social skills. The concept of sharing will only come slowly and cannot be expected until 4 or 5 years of age. The children are in the process of learning and practicing these social skills as we are practicing parenting skills. We all need
patience and compassionate understanding.

Even at this stage, children can often work out differences themselves, if we give them a chance. Therefore, we suggest that you not intervene too quickly (unless safety is an issue) and when necessary, try stating what you observe; “I see you both want the ball,” and perhaps adding, “I wonder if there is another ball.”

Simple redirection is effective with very young children and rather than asking, “What do you want to do?”, the child is helped more by a statement like, “The gnomes could have a house over here!” or “I hear a baby crying. Let’s take her for a walk.” This requires imagination from us, but it’s worth the effort.

Sometimes there is simply no solution to the desire for the same thing and the toy itself may need to be removed to ‘take a rest’ and come out to play again later.

There are no recipes that always work, and age and development must be considered, but there are some ‘helpful hints’:

• Statements accompanied by action are more effective than explanations and negotiations
• Little stories and imaginations generate interest and change behavior
• Consistency, rhythm and repetition are a parent’s best friends and a child’s
• “Say you’re sorry” doesn’t work – this is another concept that comes later. Rather than a forced apology, present your child with something to imitate, by showing your concern for the other child who has been hurt by asking if they are okay and if they need help.
• Limit “no” to the really important things.

  
  Discipline is an endless topic and we wish to respectfully learn from one another.

9. Good-bye –
We will close our day with a brief good-bye verse or song that signals to the children our time together has come to an end for the day. Children are often tired and hungry at this time and when the parent’s attention is distracted the children are left unattended, this can be a time for tantrums and accidents to occur.

There is often a very short turnaround time before another class comes, so we must ask you to leave the classroom/yard as soon as possible. It is best for other reasons as well that goodbye time is really a closing and doesn’t become the time for conversation as the adults linger to talk.

10. Media –
Our ideal is that the young child would not be exposed to any media and/or screens in all various forms. There is growing research and evidence that modern technology is detrimental to healthy development in young children.  Even our middle school parents are discussing a policy that would have all students without phones until graduating from eighth grade due to detrimental effects of social media on the young teenager. Please ask if you want to know more. We will share articles and want to explore this topic together with you.

11. Parent Meetings –
At times, we will have meetings that are open to Morning Glory parents. These are designed for a more focused time of discussion and questions around parenting and child development without the “little pitchers with big ears” being
present – a time for ‘adults only’.

12. Registration –
Our Parent Child Program will have sessions focused on particular developmental stage groups for children of any age up to 40 months old. Each session requires pre-registration. This helps us to keep the classes at a comfortable size and to plan ahead. Pre-registration includes payment. It is important to pre-register to insure your space. There are no credits, refunds or
make-ups unless the school is forced to cancel a class unexpectedly.

Siblings – It is a gift to spend this time with your enrolled child. However, it is possible for younger siblings in arms to attend the older child’s class at no charge. It may be best to leave newborns at home for some time as they will be exposed to normal childhood colds and the like.