Parent Handbook - MWR Fort Leonard Wood

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School Age Children Focus of the school age program is to support the establishment of a solid base for life long learning. Youth in school are more independent yet learn best in a cooperative situation with others. They enjoy involvement in projects, which can be continued over time. Literacy and computer skills are supported throughout the provision of age appropriate books and information sources. Opportunities for writing or dictating stories, posters, and cassette tapes also enhance literacy at this age. SAS youth are quite adept at arts and crafts, woodworking, and table games. Microscopes and science areas are of interest to the school age child. Field trips, study trips, and group projects can be planned by children to include costs involved, how to get there, and getting information about the place to be visited. Interviews with local businesses and community people can be conducted by school-agers to find out more about the world of work. SAS youth are able to follow rules and play organized games and sports. There are many choices available to school age children. They need a chance to be involved in sports activities, cooking activities, expeditions, and clubs, as well as situations that would provide an opportunity to work alone. The youth are challenged in a relaxed setting. Our program is intentionally diverse in nature. It allows your child to choose programs that they are most interested in. We feel choice fosters independence and positive self-esteem. Middle and High School Youth Young people have the need to experience being members of a society, rather than apart from it. This sense of belonging is first learned from Family. As young people mature, this sense of connectedness expands to include many other people. Teens enjoy hanging out with their friends, leisure time is important, and peer pressure is paramount. In YS, we offer programs that enhance self-esteem, promote a healthy lifestyle, and encourage good citizenship while providing a time and place for social interaction. PROGRAM ACTIVITIES Child Development Center (CDC) (Six Weeks through 5 Years) Activity areas within the environment are those places designed for specific purposes. Children utilize these areas to interact with materials, other children, and adults. Activity areas are provisioned to support productive and age appropriate play. These areas help children develop skills and abilities needed to be successful in life. It is within these areas that literacy and mathematical skills emerge. Blocks. Blocks are essential in all early childhood environments. Unit blocks are carefully measured and support children’s understanding of mathematical concepts, balancing, and the 40
literacy skills of discrimination. Children learn about sizes, shapes, numbers, length, and weight as they select blocks and build structures. Large and small muscle development is enhanced in the block area. Language, cooperative play, and social interaction are encouraged. Many successful architects and engineers loved block play as children. Dramatic Play. The dramatic play area bridges the home with the early childhood environment. Children are able to create worlds inhabited by both real and imaginary characters, making sense of their world in a safe haven. Dramatic play offers multiple opportunities for children to learn cognitive skills in a social setting. For example, setting the table gives children practice in one-to-one correspondence. Reading the local paper and writing lists for grocery shopping reinforces literacy skills. Dramatic play areas can be developed after a field trip to a local restaurant-posting the menu, bringing in play money, etc. Children learn about themselves, their families, and the society around them. Table Toys. Table toys include games, manipulatives, and collectibles. In this area, children are able to develop small muscles, social/emotional, and cognitive skills. Children build upon what they know and the experiences they bring with them to the childcare setting. The child’s physical skills will be enhanced as he or she moves from tentative, simple types of play, to more complex, integrated modes of play. For example, single piece puzzles with handles offer a challenge to the infant. As children experience more opportunities to put puzzle pieces together, they become more adept at manipulating interlocking fragments of a design. Art. For young children it is the process, not the product, which is important. Only as children gain more experience can the product be considered. Through art, children can express how they feel, think, and view the world. Sand and Water. Children’s explorations with sand and water naturally lead to learning. Sand and water play allows children to encounter mathematics and scientific principles first hand. Dry sand mixed with water becomes firm as the water is absorbed. Some materials float in water while others sink. Children improve their physical dexterity by sifting sand, pumping water, and pouring from one container to another. Children experiment with conservation of matter, cause and effect, and the principles of measurement. They can talk about these activities with others working at the sand or water table. Sand and water activities challenge children and sooth them at the same time. Reading Area. The reading area can be a place to get away from the real world and explore the wonders of adventure, fantasy, or poetry. It is an area where children can sit in soft chairs and dream. It is an area where there is lots of information. Children can learn about difficult issues through books. They can learn about social responsibilities. They are encouraged to read through exposure to good books. For very young children, the process of looking at books is important. Infants like to taste books as well as look at the pictures. Simple, durable books are available to infants. They require thick pages, which can easily be turned. This activity helps them with their small muscle movements. Infants like to look at familiar objects and say or repeat the name of the object. Infants also like to mimic the voices of animals, the sounds of vehicles, and the noises in the environment. Toddlers enjoy looking at picture books, but they are also interested in short stories. They like the familiar. In extremely small groups or one-to-one, toddlers will listen to the same story repeatedly, often repeating it to the reader. 41
Page 1 and 2: 11 March 2008 Fort Leonard Wood Chi
Page 3 and 4: Welcome From the Chief of Child and
Page 5 and 6: ORGANIZATION AND SERVICES/CYS MISSI
Page 7 and 8: Registration packets are completed
Page 9 and 10: Registration Fee. The registration
Page 11 and 12: Part Day Preschool. A flat rate is
Page 13 and 14: CYS TEAM The various team players r
Page 15 and 16: PROGRAM OPTIONS Child Development C
Page 17 and 18: strict health and safety regulation
Page 19 and 20: went, visit and observe your child
Page 21 and 22: IMMUNIZATIONS For your child’s pr
Page 23 and 24: ILLNESS We take all reasonable prec
Page 25 and 26: The parent must submit a statement
Page 27 and 28: introduced to. It is essential that
Page 29 and 30: crossing the street; holding a chil
Page 31 and 32: include anticipation and redirectio
Page 33 and 34: supplies. Label all your child’s
Page 35 and 36: child and change him or her prior t
Page 37 and 38: in the home while greeting you and
Page 39: Literacy skills are becoming pronou
Page 43 and 44: Open Recreation. All patrons are of
Page 45 and 46: The core program is based on a yout
Page 47 and 48: A-Addressing issues with youth regi
Page 49 and 50: The co-op submits required monthly
Page 51 and 52: If it is necessary to withdraw your
Page 53 and 54: Sports teams present to each adult
Page 55 and 56: I will read the National Youth Spor
Page 57 and 58: Coaches will be required to sign a
Page 59 and 60: CONCERNS ABOUT YOUR COACH If you ha
Page 61 and 62: Why do I have to include my housing
Page 63 and 64: ACRONYMS USED IN THE HANDBOOK ACE-A

Parent Handbook - MWR Fort Leonard Wood

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