Ms.

Teitelbaum’s

Pre-K Policy Handbook

2017 – 2018
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Table of Contents

Philosophy of Education…………………………………………………………………………..3

Learning Environment…………………………………………………………………………….5

Diagram of Classroom…………………………………………………………………………….6

Curriculum………………………………………………………………………………………...7

English/Language Arts………………………………………………………………….....7

Math……………………………………………………………………………………….7

Science…………………………………………………………………………………….8

Social Studies……………………………………………………………………………...8

Comprehensive Art………………………………………………………………………..9

Preschool State Standards………………………………………………………………………..10

Disability Policy………………………………………………………………………………….11

Educational Practices………………………………………………………………………….....12

Technology………………………………………………………………………………………13

Family Expectations……………………………………………………………………………...15

Family Literature Guide………………………………………………………………………….16

Links for Families………………………………………………………………………………..17

Volunteer Form…………………………………………………………………………………..18

Allergy Form……………………………………………………………………………………..19

References………………………………………………………………………………………..20
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Philosophy of Education

Dear Parents and Families,

My main goal as a teacher is to ensure that each and every one of the children feels

accepted in the classroom and that they are all learning to the best of their abilities. Without a

feeling of safety and comfort, children are not able to blossom and reach their full potential.

Every child deserves to be surrounded by people who help and guide them as much as possible,

and foster their sense of individuality, along with their various learning styles and interests. I do

not teach my class in one specific way. I make a strong effort to guarantee that I am teaching for

all of my children, in ways that are be beneficial for each of them.

Assessment is undoubtedly a necessary part of education, but much like my teaching

methods, I ensure that my forms of testing my children are varied and provide multiple ways for

the students to show their level of progress. In preschool, formal testing is not at all an

appropriate way of determining what the children know and understand. Because of this, I

incorporate a variety of formative (unofficial assessments that are worked into the lessons)

evaluations into my classroom. These include written work, artwork, and simply asking the

children questions and listening to their answers. I understand that just as not every child learns

the same way, they do not all respond well to the same kinds of testing. This wide variety of

evaluation methods helps me make sure that I am catering to every child’s learning needs and

that they are all able to communicate to me how much they know!

The world is evolving, and technology is just as important in preschool and elementary

classrooms as it is in higher levels of education. I make an effort to incorporate various forms of

technology into my class. Children will learn how to research using the computers (age-

appropriate websites only, of course!), use a variety of interactive apps and websites, play
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educational games, and create projects with web tools that allow them to utilize creativity,

imagination, and resources that may be completely new to them. Of course, I will always be a

big fan of books and physical materials, but I also realize that in a world that is constantly

expanding, I need to allow my children to take advantage of all of the resources that are available

to them.

Going beyond just the students in my classroom, I also believe that it is extremely

important to keep families involved through active communication and collaboration. I accept

any and all kinds of families and I ensure that no caregiver is ever made to feel uncomfortable,

distrusted, or rejected in my classroom. To accomplish this, I keep a wide range of diverse books

and materials in my classroom, and welcome family members into the classroom throughout the

year. Communication between teachers and families is an extremely vital part of a child’s

education, and as a teacher I make sure that caregivers are up to date on what is going on in my

class and involved in the process of educating their child. I would never want any family

member to feel as though they are unaware of what is happening with their son or daughter for so

many hours each day, and I utilize frequent and open communication in order to ensure that they

remain an active part of their child’s learning process.

That said, parents and other family members – please do not hesitate to reach out to me

with any questions, comments, or concerns! We are both working toward the same goal, which is

to ensure that your child is getting the most out of their experience at preschool. I strive to

provide a safe, positive environment for students to learn and play, and if there is anything that I

can do to help you or your child feel more comfortable, please feel free to let me know!

Ms. Teitelbaum
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The Preschool Learning Environment

A conductive learning environment is an extremely important feature of education. The

physical room, organization, and materials can go so easily unnoticed, but they all play a huge

role in ensuring that students are receiving the best education possible.

In my classroom, I ensure that there is plenty of open space for children to play and

explore. As there may be up to fifteen or twenty kids in my class at a time, keeping the room

from getting cluttered and overcrowded is important. I utilize my classroom space to allow for

distance between centers, so children may concentrate on one area at a time during free play

without feeling overwhelmed or distracted.

Free play is essential for development during the preschool years. According to Susan

Linn, “Play is the foundation for creativity, constructive problem solving, self-regulation, and

learning as a whole” (Pfaff, 2017). For this reason, my classroom is made up of multiple

different centers for the children to investigate and enjoy. The centers in my room include

science (including our classroom guinea pig), easels and other art

activities, musical instruments, books and comfy chairs to sit and

read, dramatic play (complete with costumes and other materials for

playing pretend), and building tools (including Legos and blocks

made out of various different materials). This wide array of centers gives children the option to

explore their interests during our large amount of free play during the school day, along with

giving them the chance to develop their cognitive, gross motor (full body movements such as

walking or running), fine motor (smaller movements such as writing and drawing), and artistic

skills.
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The classroom does not just stop at free play centers, however! Our large learning space

also contains a kitchen with a refrigerator, sink, and tables and chairs to be used during snack

time and lunch. Two small bathrooms are attached directly to the classroom, so children do not

have to find their way around the entire school if they need to use it. Finally, across the hallway

from the classroom is the door leading to the school’s outdoor playground, which includes slides,

a playhouse, rubber balls and other outdoor toys, and a swing set. This outdoor space allows

children to enjoy fresh air while advancing their skills in running, jumping, and playing

cooperatively with their peers.

Music
Bookshelf Dramatic
Materials
Play
Materials
Chair

Restrooms
Art
Materials

Easel
Guinea
Pig

Table
Materials
Science

Sand/Water
Table
Sinks

Refrigerator
Cubbies
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Curriculum

My school’s curriculum is based off of the idea that preschool-aged children learn best

through play. There is no benefit to sitting at a table and listening to the teacher or practicing

writing for hours on end. Children learn best through hands-on activities that introduce the

concepts of English, math, science, and social studies in a way that is engaging and meets their

individual needs and learning styles.

English/Language Arts: The language arts curriculum focuses on preparing children to become

successful readers upon entering kindergarten. Students will be introduced to

a variety of both fiction and nonfiction age-appropriate books, which will be

read aloud to them on a regular basis, as well as being available on the

bookshelf for students to look through during free play. The children will

also begin to identify sight words by making the connection between items in their everyday

lives to their accompanying words, such as “dog” or “book.” Lessons in language arts will

include creating an alphabet book and making up inventive stories to go with the children’s own

art projects.

Math: All kinds of simple mathematical concepts are part of the preschool curriculum. By using

blocks during free play, students are gaining understanding of various shapes,

angles, and combining blocks to form new shapes. A weekly and monthly

calendar will be used in the classroom to familiarize children with counting (for

example, “How many days are left until the weekend?”). Items throughout the

room are labeled with numbers, including the number of bathrooms attached to the classroom
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and the number of materials in a bin or box. My goal in preschool when it comes to math is to

begin acquainting children with its basic concepts as opposed to outright teaching them, and

these visuals begin introducing the idea of numbers pertaining to items in a child’s life.

Science: The class guinea pig provides a wonderful introduction to biology for preschool

children. They will be active participants in feeding, watering, and assisting in

caring for the rodent, which allows them to understand what an animal needs

to survive. Other aspects of the science curriculum involve learning through

play, by utilizing magnets, a water table, and magnifying glasses, among

other materials. By allowing the children to explore these scientific materials and explaining

simple concepts to them, they will begin to gain an understanding and enthusiasm for the subject.

Experiments will be done throughout the year in regards to the science curriculum as well,

including learning about space, plants and animals, and motion. A specific experiment to start off

the school year involves determining what kinds of objects sink or float in water.

Social Studies: The majority of the social studies curriculum is focused on community and the

students’ direct environment. The children will observe their surroundings, including stores,

schools, churches, and other public areas. We will take frequent class field

trips to areas such as the town library and fire station in order to give the

children a greater sense of their neighborhood and the people around them.

Holidays are another focus of the social studies program. We will take the

time to discuss various celebrations through the year to give the children a

greater understanding and appreciation for different cultures and traditions.

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Comprehensive Arts: The arts are an extremely important aspect of the school’s curriculum, as

art, music, and drama all have significant effects on the growth and development

of young children. Artistic materials including easels, paints, crayons, markers,

beads, and paper are available at all times for children to explore during free play.

Art projects are regularly utilized during instruction, using more complex

materials such as watercolor paints. Children will learn what happens when

certain paint colors are mixed and how to use glue with other materials to create

more complex artwork. Like artistic activities, music materials will be free for children to use

during free play periods in the form of instruments and music recordings. Songs and simple

dances will be worked into the classroom, which will improve children’s balance and

coordination as well as teach them cooperation and working with

others. In terms of drama, a dramatic play center is featured and

constantly changing in the classroom, ranging from restaurants to

doctor’s offices to playing house. Dramatic play centers will include

diverse costumes, props, and sets to encourage children to immerse themselves in their roles.

Along with this, a short play will be put on by the students at the end of the school year, which

will encompass singing, movement, and lines. Families and friends are encouraged to attend!

Overall, the arts curriculum introduces children to a variety of materials, music, and

opportunities for creativity. They are a daily aspect of learning in my classroom and are just as

necessary as the core curriculum of math, science, language arts, and social studies.
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Preschool State Standards

Following are several Pennsylvania state standards for each content area, to

give families an idea of what their children will be expected to know by the

time they move into kindergarten.

Language and Literacy

1.1 PK.A – Practice appropriate book handling skills.

1.2 PK.B – Answer questions about a text.

1.2 PK.L – With prompting and support, actively engage in group reading activities with

purpose and understanding.

Mathematics

2.1 PK.A.3 – Compare numbers.

2.3 PK.A.1 – Identify and describe shapes.

2.4 PK.A.4 – Classify objects and count the number of objects in each category.

Science

3.1 PK.A.1 – Recognizes the difference between living and non-living things.

3.1 PK.A.3 – Recognize that plants and animals grow and change.

3.2 PK.A.1 – Sort and describe objects according to size, shape, color, and texture.

Social Studies

5.2 PK.A – Identify self-membership of a group such as the class or family.

5.3 PK.C – Identify community workers through their uniforms and equipment.

6.5 PK.A – Differentiate between work and play.

The full list of Pre-Kindergarten standards can be found at www.pakeys.org.

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Disability Policy

According to the Individuals with Disabilities Education Act (IDEA), “Disability is a

natural part of the human experience and in no way diminishes the right of

individuals to participate in or contribute to society. Improving educational

results for children with disabilities is an essential element of our national

policy of ensuring equality of opportunity, full participation, independent

living, and economic self-sufficiency for individuals with disabilities” (IDEA). Therefore, any

educational program is required to ensure that every child with a disability is receiving an

education that is equal in quality to that of their peers.

One of my main classroom missions is to guarantee that all possible steps are taken to

achieve that goal. I follow the objective of a least restrictive environment, which is to ensure that

every child with a disability is learning with their peers as much as possible. Every child has a

place in my classroom, and I take strides to make sure that all of my lessons have

accommodations for any disability that a child in the classroom may have. Past accommodations

have included larger writing materials, noise-cancelling headphones, and wider paths around the

room for easy wheelchair access. I reach out to parents on a regular basis to communicate any

needs of their child and to ensure that I am providing for them in every way that I can.

There are many organizations that support the education of children with disabilities.

Some online resources include the Center for Parent Information and Resources, My Child

Without Limits, and Friendship Circle. These websites provide activities for preschool children

with various physical, cognitive, and emotional disabilities, along with connections to

organizations and professionals that can provide support and advice to families. Links to these

websites can be found on the “Links for Families” page of this handbook.
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Educational Practices

Developmentally Appropriate Practice

Developmentally Appropriate Practice, commonly referred to as DAP, refers to the

teaching approach that is based off of research into young

children’s development and ensuring that education occurs

on the child’s level. It depends on three core principles:

1. Knowledge of what is typical at a child’s age and stage of

development, based on extensive research.

2. Knowledge of what is individually appropriate for each specific child, based on

observing children at play and discovering their interests and abilities.

3. Knowledge of what is culturally appropriate for that child, based on the values and

beliefs of the family.

National Association for the Education of Young Children

The National Association for the Education of Young Children, or NAEYC, is a

professional organization that is made up of more than 60,000 individuals involved in the

childcare profession. Their goal is to advocate for and promote high-quality learning

between the ages of birth and age eight (nine in the state of Pennsylvania). They do this

by connecting research and policies to actual childcare practices.

Division for Early Childhood

The Division for Early Childhood, or DEC, is an organization that promotes research-

based practices in early childcare, with a focus on children with disabilities and

developmental delays. It provides resources for families of children with disabilities all

across the world, and allows members to communicate with other professionals.
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Technology

The childcare center prides itself on being a progressive, 21st century acquainted school.

In my classroom, children will be introduced to a variety of technological tools, including iPad

apps and games, educational websites, and age-appropriate programs that promote learning. My

website, which can be found at msteitelbaumsclass.com, contains activities and lesson plans that

correspond with all of my current units in the classroom, so that families can follow along and

stay up to date on their children’s days in preschool! It is also filled with links to great

educational resources both for children and families.

Ms. Teitelbaum’s
Pre-K Classroom

During the school day, I use a variety of tools to introduce the children to the

technological world and to further their learning through interactive applications.

AlphaTots Alphabet: This fun app involves teaching preschool-aged

children the letters of the alphabet using simple games and puzzles. It

also contains alphabet songs that children can sing along to, which is

accompanied by an activity that allows the user to recite the ABCs out

loud.

Monkey Preschool Lunchbox: This app introduces children to colors, patterns, letters,

numbers, and shapes all by helping the monkey on the screen fill his lunchbox with fruit. The
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games include matching cards with the same fruit, solving puzzles, and

counting certain numbers of fruit. Not only does this app involve

learning various different skills, but it promotes healthy eating as well!

PBS Kids: This is a fantastic website that is appropriate for all ages and

contains a variety of educational games for preschool-aged children, such as

ones that relate to math, reading, music, and exploration. PBS Kids is friendly

to overall families as well, as it includes an entire section just for parents.

Printable activities, instructions for hands-on experiments, research on child

development, and articles written by other parents can all be found here.

Education.com: This site contains a wide array of activities that can be used both in the

classroom and at home. It includes multiple games that promote counting, letter identification,

matching, and shapes. The games are comprised of various skill levels, so

preschool children of all abilities will be able to participate and enjoy. The

site also has a section on engaging hands-on activities, such as painting

with ice and creating an alphabet tree, worksheets that can be printed out,

and songs and stories that children can explore on their own or as a class.

The site is clearly laid out and easily navigable, with defined labels for each section.
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Family Expectations

What Families Can Expect from Me:

I have an open-door policy in my classroom. Parents and other family members are

welcome to stop by at any time to observe the class or just check in. I will be in consistent

communication with the families of every child in my classroom, through the use of emails,

phone calls, and a monthly newsletter. Families will be informed in advance about any event,

field trip, or activity that goes on in the school or classroom.

What I Expect from Families:

I expect parents and other family members to be open to communication. We are both

striving to create a positive environment for your child’s learning and development, and that will

be much easier if we are working together and collaborating. I would love to hold at least two

conferences a year with every family, preferably in-person, to discuss your child’s strengths,

weaknesses, and overall development as they progress through preschool. I also expect families

to communicate any problems or issues that may arise in regards to the school or my classroom –

I am here to help you!

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Family Literature Guide

Books Referencing Gay/Lesbian/Transgender Families

• And Tango Makes Three

• I Am Jazz

• Stella Brings the Family

• Uncle Bobby’s Wedding

• Molly’s Family

Books Referencing Single Parent Families and Divorce

• Darth Vader and Son

• I Love You Like Crazy Cakes

• The Invisible String

• My Family’s Changing

Books Referencing Adoption

• Searching for the You We Adore

• Motherbridge of Love

• The Day We Met You

• Tell Me Again About the Night I Was Born

Where to Buy These Books:

• Barnes and Noble

• Amazon

• AbeBooks

• Half Price Books

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Links for Families

For Families of Children with Disabilities

• Center for Parent Information and Resources: www.parentcenterhub.org

• My Child Without Limits: www.mychildwithoutlimits.org

• Friendship Circle: www.friendshipcircle.com

o Pittsburgh’s Branch:

https://www.idealist.org/en/nonprofit/a9c45c51a23c4a768c77ab6ae816be8c-the-

friendship-circle-of-pittsburgh-pittsburgh?

• Division for Early Childhood: www.dec-sped.org

Professional Organizations

• National Association for the Education of Young Children: www.naeyc.org

• National Education Association: www.nea.org

Interactive Sites for Parents and Families

• PBS Kids: www.pbskids.org

• Education.com: www.education.com

• FunBrain: www.funbrain.com

• DLTK’s Educational Activities: www.dltk-teach.com

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Volunteer Form
It is completely understood that not every parent or family member is able to come into the

classroom to volunteer. However, we would love to have any anyone who is available and

willing to spend some time with our class!

Name: _________________________________

Child’s Name: ___________________________

Phone Number: __________________________ Email: ________________________________

Weekdays you are available: ______________________________________________________

Times you are available: _________________________________________________________

I look forward to having you in our classroom!

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Allergy Form
Child Name: ________________ Date of Birth: ________________

Phone Number: _________________ Emergency Contact Phone Number: _______________

ALLERGY (Check appropriate box):

___ Foods (list): ________________________________________________________________

___ Medications (list): ___________________________________________________________

___ Latex

___ Other (list): ________________________________________________________________

SYMPTOMS (Check appropriate treatment for all that apply):

Symptoms EpiPen Antihistamine

Treatment Medication
Itching/swollen mouth
Hives/itchy rash/swollen face
Nausea/vomiting/diarrhea/abdominal pain
Throat tightening/hoarseness/cough
Shortness of breath/wheezing
Fainting/paleness/increased heart rate
Loss of consciousness/dizziness/disorientation

DOSAGE

EpiPen: ___ EpiPen 0.3 mg ___ EpiPen 0.15 mg

Antihistamine: ___ Benadryl ___________ mg

Other: ________________________________

Signature from Health Care Provider: ______________________________ Date: ____________

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References

21 children's books that celebrate lgbt families. (2015, June 26). Retrieved November 22, 2017,

from No Time for Flashcards website: https://www.notimeforflashcards.com/2015/06/

21-childrens-books-that-celebrate-lgbt-families.html

About idea. (n.d.). Retrieved November 16, 2017, from Individuals with Disabilities Education

Act website: https://sites.ed.gov/idea/about-idea/

Darby, S. (2016, June 7). 10 great books about single-parent families. Retrieved November 20,

2017, from Barnes and Noble website: https://www.barnesandnoble.com/blog/kids/

10-great-books-about-single-parent-families/

Developmentally appropriate practice introduction. (n.d.). Retrieved November 16, 2017, from

NAEYC website: https://www.naeyc.org/resources/topics/dap

Favorite adoption-themed children's books. (2014, October 11). Retrieved November 20, 2017,

from Children's Home Society website: https://chlss.org/blog/favorite-adoption-themed-

books/

Pfaff, L. G. (2017). Why play is important in preschool classrooms. Retrieved November 15,

2017, from Parents website: http://www.parents.com/toddlers-preschoolers/starting-

preschool/choosing/preschool-play/
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