Visit us at www.childrenscourtyard.com

Program School 2 School 3

Do the teachers read to the children every day?

Is there a variety of interesting and engaging materials and toys present in the classroom?

Are there items in the classroom that will help children with gross motor development?

Is there a curriculum for Early Preschool children?

What should I look for or ask when choosing a childcare center?

Yes — teachers read to the Early Preschool Children during various times of the day; small groups, child initiated activity, circle time, nap time and as a transition tool. Independent explora-tion of books is also encouraged with the availability of books in the library center and various other learning centers in the classroom.

Yes — our classrooms are designed with the Early Preschool child in mind. All toys, books and materials are both age and developmentally appropri-ate. Because two year old children are still very egocentric, duplicates of materials can be found in the classroom to avoid conflicts.

Yes — there are specific appropriate classroom materials which encourage gross motor development (push/pull toys, active response toys, soft climbing mats, discovery toys, large motor balls, etc.) as well as natural physical exploration experiences in the classroom

Yes — the Complete Resource Book for Toddler’s and Two’s (Early Preschool I), and The Complete Resource Book for Preschoolers (Early

Preschool II) coupled with the High Scope frame-work, provides the five components of an early childhood curriculum: active learning (real-life experiences), develop-mentally appropriate learning environments (engaging classroom spaces), schedules and daily routines (predictable patterns), assessment (tracking developmental growth) and appropriate adult -child interactions (responsive teacher-child relationships). Sign language and Spanish are also incorporated as an essential communication tool in the curriculum. All components are designed to engage your child’s cognitive, social-emotional and physical development

Yes — each child is assessed using a Devel-opmental Milestone checklist appropriate for their age. Using the checklist as a guide, teachers create lesson plans that support specific activities to achieve individual milestones. Observations of the Early Preschool child engaging in these activities are recorded using anecdotal records and are stored in the child’s portfolio. This information is shared with parents during family teacher conferences held twice a year.

Parent Tour ChecklistEarly Preschool

Does each child have develop-mental goals? What do you do to help them achieve those goals?

Yes — the classroom is arranged to ensure proper supervision at all times per state licensing, national accreditation and company standards. Teachers also complete Face to Name Transition sheets in which Early Preschool children are matched by name and face hourly.

Yes — teachers are very responsive to the needs of the Early Preschool child (verbally and/or non-verbally) and model appropriate language and social interactions. Teachers consistently interact with the children at their eye level. Appropriate activities are planned to promote opportunities for meaningful conversations which facilitate language, cognitive and social development.

Parental communication is facilitated in a variety of ways; daily communication sheets, family- teacher conferences, school festivals, curriculum nights, parent’s night out and daily verbal communi-cation at both arrival and departure times. Parents and teachers are also encouraged to openly communicate during the school day to discuss the individual needs of the Early Preschool child when necessary

Can all environments be easily supervised by teachers?

Do the teachers seem to interact with the children in caring and respectful ways?

How do parents and teachers communicate?

Yes — Early Preschool children explore the outdoor classroom daily; experiencing curriculum, gross motor play equipment and elements of nature using their five senses (weather permitting).

Do children go outside every day?

Do the teachers read to the children every day?

Is there a variety of interesting and engaging materials and toys present in the classroom?

Are there items in the classroom that will help children with gross motor development?

Is there a curriculum for Early Preschool children?

Yes — teachers read to the Early Preschool Children during various times of the day; small groups, child initiated activity, circle time, nap time and as a transition tool. Independent explora-tion of books is also encouraged with the availability of books in the library center and various other learning centers in the classroom.

Yes — our classrooms are designed with the Early Preschool child in mind. All toys, books and materials are both age and developmentally appropri-ate. Because two year old children are still very egocentric, duplicates of materials can be found in the classroom to avoid conflicts.

Yes — there are specific appropriate classroom materials which encourage gross motor development (push/pull toys, active response toys, soft climbing mats, discovery toys, large motor balls, etc.) as well as natural physical exploration experiences in the classroom

Yes — the Complete Resource Book for Toddler’s and Two’s (Early Preschool I), and The Complete Resource Book for Preschoolers (Early

Preschool II) coupled with the High Scope frame-work, provides the five components of an early childhood curriculum: active learning (real-life experiences), develop-mentally appropriate learning environments (engaging classroom spaces), schedules and daily routines (predictable patterns), assessment (tracking developmental growth) and appropriate adult -child interactions (responsive teacher-child relationships). Sign language and Spanish are also incorporated as an essential communication tool in the curriculum. All components are designed to engage your child’s cognitive, social-emotional and physical development

Yes — each child is assessed using a Devel-opmental Milestone checklist appropriate for their age. Using the checklist as a guide, teachers create lesson plans that support specific activities to achieve individual milestones. Observations of the Early Preschool child engaging in these activities are recorded using anecdotal records and are stored in the child’s portfolio. This information is shared with parents during family teacher conferences held twice a year.

Program (cont.) School 2 School 3

Parent Tour ChecklistEarly Preschool

Visit us at www.childrenscourtyard.com

Does each child have develop-mental goals? What do you do to help them achieve those goals?

Yes — the classroom is arranged to ensure proper supervision at all times per state licensing, national accreditation and company standards. Teachers also complete Face to Name Transition sheets in which Early Preschool children are matched by name and face hourly.

Yes — teachers are very responsive to the needs of the Early Preschool child (verbally and/or non-verbally) and model appropriate language and social interactions. Teachers consistently interact with the children at their eye level. Appropriate activities are planned to promote opportunities for meaningful conversations which facilitate language, cognitive and social development.

Parental communication is facilitated in a variety of ways; daily communication sheets, family- teacher conferences, school festivals, curriculum nights, parent’s night out and daily verbal communi-cation at both arrival and departure times. Parents and teachers are also encouraged to openly communicate during the school day to discuss the individual needs of the Early Preschool child when necessary

Can all environments be easily supervised by teachers?

Do the teachers seem to interact with the children in caring and respectful ways?

How do parents and teachers communicate?

Yes — Early Preschool children explore the outdoor classroom daily; experiencing curriculum, gross motor play equipment and elements of nature using their five senses (weather permitting).

Do children go outside every day?

Do the teachers read to the children every day?

Is there a variety of interesting and engaging materials and toys present in the classroom?

Are there items in the classroom that will help children with gross motor development?

Is there a curriculum for Early Preschool children?

Yes — teachers read to the Early Preschool Children during various times of the day; small groups, child initiated activity, circle time, nap time and as a transition tool. Independent explora-tion of books is also encouraged with the availability of books in the library center and various other learning centers in the classroom.

Yes — our classrooms are designed with the Early Preschool child in mind. All toys, books and materials are both age and developmentally appropri-ate. Because two year old children are still very egocentric, duplicates of materials can be found in the classroom to avoid conflicts.

Yes — there are specific appropriate classroom materials which encourage gross motor development (push/pull toys, active response toys, soft climbing mats, discovery toys, large motor balls, etc.) as well as natural physical exploration experiences in the classroom

Yes — the Complete Resource Book for Toddler’s and Two’s (Early Preschool I), and The Complete Resource Book for Preschoolers (Early

Preschool II) coupled with the High Scope frame-work, provides the five components of an early childhood curriculum: active learning (real-life experiences), develop-mentally appropriate learning environments (engaging classroom spaces), schedules and daily routines (predictable patterns), assessment (tracking developmental growth) and appropriate adult -child interactions (responsive teacher-child relationships). Sign language and Spanish are also incorporated as an essential communication tool in the curriculum. All components are designed to engage your child’s cognitive, social-emotional and physical development

Yes — each child is assessed using a Devel-opmental Milestone checklist appropriate for their age. Using the checklist as a guide, teachers create lesson plans that support specific activities to achieve individual milestones. Observations of the Early Preschool child engaging in these activities are recorded using anecdotal records and are stored in the child’s portfolio. This information is shared with parents during family teacher conferences held twice a year.

Program (cont.) School 2 School 3

Parent Tour ChecklistEarly Preschool

Visit us at www.childrenscourtyard.com

Does each child have develop-mental goals? What do you do to help them achieve those goals?

Yes — the classroom is arranged to ensure proper supervision at all times per state licensing, national accreditation and company standards. Teachers also complete Face to Name Transition sheets in which Early Preschool children are matched by name and face hourly.

Yes — teachers are very responsive to the needs of the Early Preschool child (verbally and/or non-verbally) and model appropriate language and social interactions. Teachers consistently interact with the children at their eye level. Appropriate activities are planned to promote opportunities for meaningful conversations which facilitate language, cognitive and social development.

Parental communication is facilitated in a variety of ways; daily communication sheets, family- teacher conferences, school festivals, curriculum nights, parent’s night out and daily verbal communi-cation at both arrival and departure times. Parents and teachers are also encouraged to openly communicate during the school day to discuss the individual needs of the Early Preschool child when necessary

Can all environments be easily supervised by teachers?

Do the teachers seem to interact with the children in caring and respectful ways?

How do parents and teachers communicate?

Yes — Early Preschool children explore the outdoor classroom daily; experiencing curriculum, gross motor play equipment and elements of nature using their five senses (weather permitting).

Do children go outside every day?

Do the teachers read to the children every day?

Is there a variety of interesting and engaging materials and toys present in the classroom?

Are there items in the classroom that will help children with gross motor development?

Is there a curriculum for Early Preschool children?

Yes — teachers read to the Early Preschool Children during various times of the day; small groups, child initiated activity, circle time, nap time and as a transition tool. Independent explora-tion of books is also encouraged with the availability of books in the library center and various other learning centers in the classroom.

Yes — our classrooms are designed with the Early Preschool child in mind. All toys, books and materials are both age and developmentally appropri-ate. Because two year old children are still very egocentric, duplicates of materials can be found in the classroom to avoid conflicts.

Yes — there are specific appropriate classroom materials which encourage gross motor development (push/pull toys, active response toys, soft climbing mats, discovery toys, large motor balls, etc.) as well as natural physical exploration experiences in the classroom

Yes — the Complete Resource Book for Toddler’s and Two’s (Early Preschool I), and The Complete Resource Book for Preschoolers (Early

Preschool II) coupled with the High Scope frame-work, provides the five components of an early childhood curriculum: active learning (real-life experiences), develop-mentally appropriate learning environments (engaging classroom spaces), schedules and daily routines (predictable patterns), assessment (tracking developmental growth) and appropriate adult -child interactions (responsive teacher-child relationships). Sign language and Spanish are also incorporated as an essential communication tool in the curriculum. All components are designed to engage your child’s cognitive, social-emotional and physical development

Yes — each child is assessed using a Devel-opmental Milestone checklist appropriate for their age. Using the checklist as a guide, teachers create lesson plans that support specific activities to achieve individual milestones. Observations of the Early Preschool child engaging in these activities are recorded using anecdotal records and are stored in the child’s portfolio. This information is shared with parents during family teacher conferences held twice a year.

Does each child have develop-mental goals? What do you do to help them achieve those goals?

Yes — the classroom is arranged to ensure proper supervision at all times per state licensing, national accreditation and company standards. Teachers also complete Face to Name Transition sheets in which Early Preschool children are matched by name and face hourly.

Yes — teachers are very responsive to the needs of the Early Preschool child (verbally and/or non-verbally) and model appropriate language and social interactions. Teachers consistently interact with the children at their eye level. Appropriate activities are planned to promote opportunities for meaningful conversations which facilitate language, cognitive and social development.

Parental communication is facilitated in a variety of ways; daily communication sheets, family- teacher conferences, school festivals, curriculum nights, parent’s night out and daily verbal communi-cation at both arrival and departure times. Parents and teachers are also encouraged to openly communicate during the school day to discuss the individual needs of the Early Preschool child when necessary

Can all environments be easily supervised by teachers?

Do the teachers seem to interact with the children in caring and respectful ways?

How do parents and teachers communicate?

Health and Safety

Program (cont.) School 2 School 3

Parent Tour ChecklistEarly Preschool

Visit us at www.childrenscourtyard.com

Yes — Early Preschool children explore the outdoor classroom daily; experiencing curriculum, gross motor play equipment and elements of nature using their five senses (weather permitting).

Do children go outside every day?

Yes — the classroom is arranged to ensure that active and quiet play spaces are balanced.

Yes — toys are sanitized daily and documented on weekly sanitation logs; mouthed toys are immedi-ately sanitized.

Yes — following national accreditation, state licensing and company standards. The diaper changing policy is posted in the Early Preschool classroom near the diaper changing area. Early Preschool children who are actively toilet training are encouraged to use child size toilets located in each restroom inside the classroom.

Yes — following national accreditation, state licensing and company standards toddlers and teachers implement appropriate hand washing techniques throughout the day. Hand washing posters are displayed in the Early Preschool classroom near all hand washing sinks.

Is the classroom set up so active and quiet areas are separated?

Does the school have a policy for how often the toys are cleaned and sanitized?

Is there a policy for how to change diapers? Are there proper facilities for my two year old that is being toilet trained?

Is there a policy for hand washing?

Yes — teachers complete a minimum of 20 hours of child development and health and safety training per year as required by state, company and national CPR and First Aid are renewed annually

Yes — we have an open door policy you are welcome to visit your Early Preschool child at any time during the school day. The school will also host several family events throughout the year.

Yes — your Early Preschool child will be assigned a primary caregiver that will facilitate the achievement of developmental milestones and individual growth. Continuity of care is actively implemented in the Early Preschool classroom to ensure that your child interacts with familiar adults regularly, enhancing their ability to establish trusting and nurturing relationships

Early Preschool I is typically designated for younger two year olds (ages 24-30 months), while Early Preschool II is typically designated for older two year olds (ages 30-36 months). Early Preschool II children are actively toilet training and are exposed to more complex activities and tasks in preparation for

Do teachers have the required training and certification in CPR, first aid, and infection control?

Can a parent come in and visit his child?

Will my child be assigned to a specific teacher?

Does the classroom follow a daily schedule?

their transition into Preschool. Each Early Preschool classroom follows a daily routine that is consistent with the needs of a growing two year old and provides an active balance of teacher and child-directed activi-ties. The High Scope curricula framework supports the use of a pictorial daily schedule. The schedule is intention-ally placed at the children’s eye level to aid them in understanding their daily routine in predictable patterns. Consistency of the daily routine is essential in your Early Preschool child building trust in the world around them.

Do the teachers read to the children every day?

Is there a variety of interesting and engaging materials and toys present in the classroom?

Are there items in the classroom that will help children with gross motor development?

Is there a curriculum for Early Preschool children?

Yes — teachers read to the Early Preschool Children during various times of the day; small groups, child initiated activity, circle time, nap time and as a transition tool. Independent explora-tion of books is also encouraged with the availability of books in the library center and various other learning centers in the classroom.

Yes — our classrooms are designed with the Early Preschool child in mind. All toys, books and materials are both age and developmentally appropri-ate. Because two year old children are still very egocentric, duplicates of materials can be found in the classroom to avoid conflicts.

Yes — there are specific appropriate classroom materials which encourage gross motor development (push/pull toys, active response toys, soft climbing mats, discovery toys, large motor balls, etc.) as well as natural physical exploration experiences in the classroom

Yes — the Complete Resource Book for Toddler’s and Two’s (Early Preschool I), and The Complete Resource Book for Preschoolers (Early

Preschool II) coupled with the High Scope frame-work, provides the five components of an early childhood curriculum: active learning (real-life experiences), develop-mentally appropriate learning environments (engaging classroom spaces), schedules and daily routines (predictable patterns), assessment (tracking developmental growth) and appropriate adult -child interactions (responsive teacher-child relationships). Sign language and Spanish are also incorporated as an essential communication tool in the curriculum. All components are designed to engage your child’s cognitive, social-emotional and physical development

Yes — each child is assessed using a Devel-opmental Milestone checklist appropriate for their age. Using the checklist as a guide, teachers create lesson plans that support specific activities to achieve individual milestones. Observations of the Early Preschool child engaging in these activities are recorded using anecdotal records and are stored in the child’s portfolio. This information is shared with parents during family teacher conferences held twice a year.

Does each child have develop-mental goals? What do you do to help them achieve those goals?

Yes — the classroom is arranged to ensure proper supervision at all times per state licensing, national accreditation and company standards. Teachers also complete Face to Name Transition sheets in which Early Preschool children are matched by name and face hourly.

Yes — teachers are very responsive to the needs of the Early Preschool child (verbally and/or non-verbally) and model appropriate language and social interactions. Teachers consistently interact with the children at their eye level. Appropriate activities are planned to promote opportunities for meaningful conversations which facilitate language, cognitive and social development.

Parental communication is facilitated in a variety of ways; daily communication sheets, family- teacher conferences, school festivals, curriculum nights, parent’s night out and daily verbal communi-cation at both arrival and departure times. Parents and teachers are also encouraged to openly communicate during the school day to discuss the individual needs of the Early Preschool child when necessary

Can all environments be easily supervised by teachers?

Do the teachers seem to interact with the children in caring and respectful ways?

How do parents and teachers communicate?

Yes — Early Preschool children explore the outdoor classroom daily; experiencing curriculum, gross motor play equipment and elements of nature using their five senses (weather permitting).

Do children go outside every day?

Yes — the classroom is arranged to ensure that active and quiet play spaces are balanced.

Yes — toys are sanitized daily and documented on weekly sanitation logs; mouthed toys are immedi-ately sanitized.

Yes — following national accreditation, state licensing and company standards. The diaper changing policy is posted in the Early Preschool classroom near the diaper changing area. Early Preschool children who are actively toilet training are encouraged to use child size toilets located in each restroom inside the classroom.

Yes — following national accreditation, state licensing and company standards toddlers and teachers implement appropriate hand washing techniques throughout the day. Hand washing posters are displayed in the Early Preschool classroom near all hand washing sinks.

Is the classroom set up so active and quiet areas are separated?

Does the school have a policy for how often the toys are cleaned and sanitized?

Is there a policy for how to change diapers? Are there proper facilities for my two year old that is being toilet trained?

Is there a policy for hand washing?

Health and SafetySchool 2 School 3

Parent Tour ChecklistEarly Preschool

Visit us at www.childrenscourtyard.com

Yes — teachers complete a minimum of 20 hours of child development and health and safety training per year as required by state, company and national CPR and First Aid are renewed annually

Yes — we have an open door policy you are welcome to visit your Early Preschool child at any time during the school day. The school will also host several family events throughout the year.

Yes — your Early Preschool child will be assigned a primary caregiver that will facilitate the achievement of developmental milestones and individual growth. Continuity of care is actively implemented in the Early Preschool classroom to ensure that your child interacts with familiar adults regularly, enhancing their ability to establish trusting and nurturing relationships

Early Preschool I is typically designated for younger two year olds (ages 24-30 months), while Early Preschool II is typically designated for older two year olds (ages 30-36 months). Early Preschool II children are actively toilet training and are exposed to more complex activities and tasks in preparation for

Do teachers have the required training and certification in CPR, first aid, and infection control?

Can a parent come in and visit his child?

Will my child be assigned to a specific teacher?

Does the classroom follow a daily schedule?

their transition into Preschool. Each Early Preschool classroom follows a daily routine that is consistent with the needs of a growing two year old and provides an active balance of teacher and child-directed activi-ties. The High Scope curricula framework supports the use of a pictorial daily schedule. The schedule is intention-ally placed at the children’s eye level to aid them in understanding their daily routine in predictable patterns. Consistency of the daily routine is essential in your Early Preschool child building trust in the world around them.

Do the teachers read to the children every day?

Is there a variety of interesting and engaging materials and toys present in the classroom?

Are there items in the classroom that will help children with gross motor development?

Is there a curriculum for Early Preschool children?

Yes — teachers read to the Early Preschool Children during various times of the day; small groups, child initiated activity, circle time, nap time and as a transition tool. Independent explora-tion of books is also encouraged with the availability of books in the library center and various other learning centers in the classroom.

Yes — our classrooms are designed with the Early Preschool child in mind. All toys, books and materials are both age and developmentally appropri-ate. Because two year old children are still very egocentric, duplicates of materials can be found in the classroom to avoid conflicts.

Yes — there are specific appropriate classroom materials which encourage gross motor development (push/pull toys, active response toys, soft climbing mats, discovery toys, large motor balls, etc.) as well as natural physical exploration experiences in the classroom

Yes — the Complete Resource Book for Toddler’s and Two’s (Early Preschool I), and The Complete Resource Book for Preschoolers (Early

Preschool II) coupled with the High Scope frame-work, provides the five components of an early childhood curriculum: active learning (real-life experiences), develop-mentally appropriate learning environments (engaging classroom spaces), schedules and daily routines (predictable patterns), assessment (tracking developmental growth) and appropriate adult -child interactions (responsive teacher-child relationships). Sign language and Spanish are also incorporated as an essential communication tool in the curriculum. All components are designed to engage your child’s cognitive, social-emotional and physical development

Yes — each child is assessed using a Devel-opmental Milestone checklist appropriate for their age. Using the checklist as a guide, teachers create lesson plans that support specific activities to achieve individual milestones. Observations of the Early Preschool child engaging in these activities are recorded using anecdotal records and are stored in the child’s portfolio. This information is shared with parents during family teacher conferences held twice a year.

Does each child have develop-mental goals? What do you do to help them achieve those goals?

Yes — the classroom is arranged to ensure proper supervision at all times per state licensing, national accreditation and company standards. Teachers also complete Face to Name Transition sheets in which Early Preschool children are matched by name and face hourly.

Yes — teachers are very responsive to the needs of the Early Preschool child (verbally and/or non-verbally) and model appropriate language and social interactions. Teachers consistently interact with the children at their eye level. Appropriate activities are planned to promote opportunities for meaningful conversations which facilitate language, cognitive and social development.

Parental communication is facilitated in a variety of ways; daily communication sheets, family- teacher conferences, school festivals, curriculum nights, parent’s night out and daily verbal communi-cation at both arrival and departure times. Parents and teachers are also encouraged to openly communicate during the school day to discuss the individual needs of the Early Preschool child when necessary

Can all environments be easily supervised by teachers?

Do the teachers seem to interact with the children in caring and respectful ways?

How do parents and teachers communicate?

Yes — Early Preschool children explore the outdoor classroom daily; experiencing curriculum, gross motor play equipment and elements of nature using their five senses (weather permitting).

Do children go outside every day?

Yes — the classroom is arranged to ensure that active and quiet play spaces are balanced.

Yes — toys are sanitized daily and documented on weekly sanitation logs; mouthed toys are immedi-ately sanitized.

Yes — following national accreditation, state licensing and company standards. The diaper changing policy is posted in the Early Preschool classroom near the diaper changing area. Early Preschool children who are actively toilet training are encouraged to use child size toilets located in each restroom inside the classroom.

Yes — following national accreditation, state licensing and company standards toddlers and teachers implement appropriate hand washing techniques throughout the day. Hand washing posters are displayed in the Early Preschool classroom near all hand washing sinks.

Health and SafetySchool 2 School 3

Parent Tour ChecklistEarly Preschool

Visit us at www.childrenscourtyard.com

Yes — teachers complete a minimum of 20 hours of child development and health and safety training per year as required by state, company and national CPR and First Aid are renewed annually

Yes — we have an open door policy you are welcome to visit your Early Preschool child at any time during the school day. The school will also host several family events throughout the year.

Yes — your Early Preschool child will be assigned a primary caregiver that will facilitate the achievement of developmental milestones and individual growth. Continuity of care is actively implemented in the Early Preschool classroom to ensure that your child interacts with familiar adults regularly, enhancing their ability to establish trusting and nurturing relationships

Early Preschool I is typically designated for younger two year olds (ages 24-30 months), while Early Preschool II is typically designated for older two year olds (ages 30-36 months). Early Preschool II children are actively toilet training and are exposed to more complex activities and tasks in preparation for

their transition into Preschool. Each Early Preschool classroom follows a daily routine that is consistent with the needs of a growing two year old and provides an active balance of teacher and child-directed activi-ties. The High Scope curricula framework supports the use of a pictorial daily schedule. The schedule is intention-ally placed at the children’s eye level to aid them in understanding their daily routine in predictable patterns. Consistency of the daily routine is essential in your Early Preschool child building trust in the world around them.