Preschool
Dartmouth Early Learning Center
284 Gulf Road
South Dartmouth, MA 02748
Phone: 508-992-1301
Email: michael@delc.us
  • Organization Mission and Philosophy
  • General Program Goals and Objectives
  • The School Day
  • Preschool Parent Handbook/Preschool Policies
  • Organizational Information

Organization Mission and Philosophy
The mission of DELC is to support the essential nurturing and guidance that is critical to healthy growth and
development of young children by offering a rich home-familiar learning environment where children's
curiosity and hunger for learning are nurtured through play, discovery, and the arts. Our programs are
designed to help children build positive self-images, develop competence and positive dispositions toward
learning and school, and to learn basic skills of social living. The work we do at DELC is intimately related in
aim, in method, and in materials used to fundamental assumptions about how, what, and why children learn.
Our constructivist approach is child centered, hands-on and humanistic and is aimed at the harmonious
development of the whole child in all areas. It is meant to reflect a variety of developmental levels among
children taking into account their many individual characteristics and special qualities. Our emphasis is on
helping children discover and work towards their own style of learning, construct meanings, and use
freedom in a carefully prepared environment.

Our philosophy of education has developed over the twenty years that we have been teaching young
children. While we have integrated the ideas of many fine educators, we have been most inspired by the
Reggio Emilia preschools in Italy whose aim is to "preserve the spell of the child unbroken." The basic
components of Reggio Emilia include viewing the child as powerful rather than powerless; using an
emergent curriculum that is based on the interests of children; engaging in projects that are not limited in
time or scope; and documenting the child's progress with words and pictures.

While we design developmentally appropriate readiness activities for our children to explore, we recognize
the educational value of children finding and solving self-defined problems that arise from child-initiated
activity and choices. Through shared activity and social exchange children co-construct their knowledge of
the world using one child's ideas to develop anothers or to explore a path yet unexplored. The teacher does
not direct children's learning in lock step fashion, rather facilitates it through the selection of stimulating
materials, the arrangement of the environment, and our day to day interactions with children. Our role as
teachers is to set the stage for learning, to offer encouragement, and to gently guide the learning and
development of the children in our care. We feel that what really matters in early childhood education is the
spirit of the young child that needs to be nurtured, the reason he/she learns so well. As children become
increasingly institutionalized, it helps to keep in mind that what happens to this spirit has far more
consequences than any specific content in schooling. A program with this kind of focus sets the stage for
positive attitudes about one's self, about school, and learning is likely to produce children who feel that
learning is enjoyable, meaningful, and rewarding.

It is our firm belief and guiding philosophy that children learn best through play, and that play is their very
significant form of work. Play puts learning in a context and gives it a purpose. Through play children are
given a chance to try out options, to make meaningful personal choices, to explore solutions to problems,
and practice new skills without getting bored. Children need to play in an environment rich in resources, to
explore, to test, and to learn from feedback on their own actions. We recognize the intrinsic worth of play
and provide ample opportunity, time, and materials for this purpose.

Our schedule has a built in, yet flexible structure that alternates between periods of free play, small group
activities and special projects, circle time, snack, story, music, movement, and outdoor play. We strive to
create a balance between active and quiet times, and between self-selected and teacher-directed activities.
Children are encouraged to express their feelings, to develop powers of concentration, to use their
imaginations, to try new ideas, to develop a sense of independence and responsibility for one's decisions,
and to accommodate other children's viewpoints.

In all of the children's daily activities emphasis is placed more on process rather than production. Teachers
acting as partners rather than as sole imparters of knowledge, help children develop self esteem and visual
awareness as well as strong social, problem-solving and communication skills. As fellow investigators, they
help children explore and experiment in depth, and express their ideas not just in words, but in many visual
forms that may be more understandable to them, such as drawing, painting, construction, and creative
dramatics.

These goals are best achieved in an educational setting that offers security as well as challenge. We strive
to create a sense of community by supporting the bond between parent and child by including parents in
program planning, by inviting parents to participate in as many activities as their schedules allow, by
encouraging parents to participate as classroom volunteers, and by sharing our special knowledge of
children in frequent and supportive conferences and group discussions. In addition to expanding our
program offerings, such cooperative efforts by staff and parents enriches our center and reinforces a sense
of community and an enriched family life.

Our program is meant to be more relationship centered than achievement focused. We strive to develop
active relationships with families, and rely on their strong support for their child's education. By listening to
them and inviting their active participation we strive to encourage families to connect with the school in a
variety of ways.


General Program Goals and Objectives.
  1. To develop positive feelings about self and school and positive dispositions about learning.
  2. To learn skills in the context of experiences meaningful to the child.
  3. To foster children's intellectual, social, emotional and physical development through many modes of
    expression, including words, movement, drawing,painting, collage, shadow play, sculpture, and music.
  4. To develop internal controls and understanding of social and group limits.
  5. To foster independence and the ability to make personal choices.
  6. To learn problem-solving abilities, and to increase powers of concentration.
  7. To offer all children equal opportunities to succeed.

The School Day

Preschoolers start their day any time after 8:30 by choosing which room (Circle or Square) they'd like to
spend their morning in. Each classroom is staffed with two teachers who have primary responsibility for
working with that group of children. These teachers provide ongoing personal contact, meaningful learning
activities, supervision, and immediate care as needed to protect children's well being.

An initial free-choice time helps everyone to settle in and greet one another. The whole room is open for
exploration. Children can build with legos or play board games, dress up or play house, listen to a story on
tape or paint. Many children choose to join a group to build a block building or to draw pictures while
chatting. Others talk to a teacher or make the transition from home by themselves, by reading or doing
puzzles.  We find that when children select their own activities and their choices are respected that they
tend to choose activities that are appropriate for their abilities and that maintain their interest and
involvement.

During mid-morning circle, we sing songs, tell stories, and talk about whatever is on our minds. Sometimes
we catch up on what children have been doing out of school. Other times we talk about our current
curriculum project. Sometimes our circle includes the whole room; at other times we break into smaller
groups so children have more time to talk.

In keeping with our efforts toward child-centered developmentally appropriate programming, snack time is
relaxed and family-like and is meant to encourage positive adult-child interactions. Everyone is not required
to stop what they're doing. Rather, this transition occurs in a relaxed manner and says in an intangible way
that relationships are important.

Project time follows circle and snack. Project work which takes into account the interests and abilities of
individual children as well as the group as a whole, allows teachers to introduce new provocations and key
concepts and engage children in different ways. Projects may arise out of the curriculum or out of a story or
discussion. This emergent curriculum allows children to develop academic skills (skills which are related to
reading, writing, and arithmetic) through integrated, relevant, challenging experiences individualized to meet
the needs of specific children.
Outdoor play is a favorite, whatever the season. We end our mornings in our large playground: Climbing,
chasing, running, group games, riding toys and building.

Lunch is a social time which all the children enjoy and which allows the chance for conversations about the
day.

For those children who stay the whole day, there is a one-hour rest period after lunch. Children who may
nap stay in the circle room, those who do not nap stay on their mats in the square room with books or soft
toys.

Afternoons begin with circle time, continue outdoors, and finish (except in the warmer weather) inside, with
another project and free-choice time.
This combination of teacher and child-directed activity allows for lots of flexibility and serendipity. We believe
that play is the child's very significant form of work. Therefore, if children are involved in one activity or
project or line of questioning, we don't break it up just to follow a schedule. Curriculum follows the lead of
the children and the themes we build our curriculums around are ones that are chosen because of the
children's expressed interests.

Daily Schedule


7:30-8:30          Center opens. Arrival of children in accordance with their   
                         scheduled hours.
8:30-9:00           Arrival of children in morning program.
9:00-9:15           Children come together for small group "talk time" or circle or   
                         planning time.
9:15-9:45           Choice time/play time continues.
9:45-10:00         Transition, clean-up, wash hands
10:00-10:20       Snack time, recall time
10:25-10:35       Group time. Music, story. Introduce activity choices.
10:35 10:55       Project time(small group table time).
10:55-11:00       Bathroom reminder, dress for outside time.
11:00-11:25       Outdoor play time(indoor gross motor activities during  
                          inclement weather).
11:30-11:55        Wash hands, lunch time.
12:00-1:00 p.m.  Rest period, quiet mat time.
1:00-1:15            Children arrive for afternoon program, children get up from
                          rest, planning time.
1:15-2:00            Outdoor play time.
2:00-2:15            Wash Hands, snack time.
2:15-3:45            Project time/small group work time.
3:45-4:00            Individual and small group activities. Story. Review/recall.
4:30-5:00            Preparation for going home. Center closes.

Preschool Policies  Online Handbook

  • Enrollment Procedures
  • Withdrawals
  • Snow Days
  • Clothing
  • Snacks
  • Lunch
  • Rest
  • Illness Policy
  • Procedures for Emergencies and Illness
  • Administration of Medication
  • Assessment
  • Communication
  • Parent/Teacher Conferences
  • Children With Special Needs
  • Referrals
  • Confidentiality
  • Referral Services and Termination
  • Termination Policy
  • Procedure When Allegations of Abuse/Neglect Against A Staff Member Are Filed
  • Suspension Policy
  • Notice of Nondiscrimination Policy
  • Behavior Management Plan
  • Curriculum

ENROLLMENT PROCEDURES:
Before enrolling your child parents are required to meet with the director and tour our facility. Each child
should come for a visit before beginning school. On registering your child you will choose a program to fit
the needs of you and your child. For reasons of continuity we require a minimum schedule of two days per
week. The program and schedule you decide on must be adhered to unless adjustments are made in
advance before June 15th. Since we enroll on a first come basis, it is advisable to complete all forms
necessary for enrollment as soon as possible.

REGISTRATION:
A non-refundable annual registration fee of $25.00 is due on the day you enroll your child and should
accompany the application form.

FORMS TO BE COMPLETED FOR ENROLLMENT:
Application Form
Authorization Sheet(included in application and to be updated annually)
Medical Form(School Health Record/Immunizations and physical to be updated annually)

These forms are maintained on file in one central location within our facility and need to be kept current by
updating quarterly. The content of these files is confidential, but is available to adminstrators and teaching
staff, the child’s parent or legal guardian and regulatory authorities upon request.

TUITION POLICIES:
The first two month’s tuition must be paid before your child’s first day of school. This eight week non-
refundable deposit is due by June 15th to reserve your child’s space in the program. One of these eight
weeks will be applied to the very last week that your child is enrolled in the program. Once you sign up for a
given time slot you are committed to keeping those hours. Any schedule changes during the course of the
school year will require a thirty day notice. Hours may be increased at any time, however, space permitting.
All tuition payments are due on Friday in advance of the coming week or may be paid monthly at the last
week of each month for the upcoming month. After a one week grace period, a late fee of $10 for each day
tuition is not received will be assessed. No student’s tuition may have more than a two week balance at any
time. Any unpaid balance beyond this time will be assessed a finance charge of 1 1/2 % a month or 18%
annually. Enrollment is viewed as a contracted service and is based on a reserved slot and not on
attendance, thus payment is due regardless of attendance. There will be no charge, however for legal
holidays and school vacations. If any family fails to meet its financial responsibilities beyond a one month
balance DELC reserves the right to discontinue service.

Withdrawals
If you decide to withdraw your child for any reason we require a 30 day notice. At this time all money due
DELC must be paid in full, and your deposit will be applied to the last week your child attends. If at a later
date you decide to re-enroll, a new registration fee and deposit will be due.

Snow Days
We follow Dartmouth Public School cancellations. Tune in to either WBSM or WNBH 1340 on the AM dial for
announcements. Regular tuition will be charged.

Clothing
It is requested that all children bring an extra set of clothing to be left in school in case of bathroom
accidents, paint spills, etc. Each article must be clearly labeled. We ask that you dress your child
appropriately keeping in mind weather conditions and outdoor activities.

Snacks
Due to the increasing number of food allergies and dietary restrictions, parents are asked to provide a small
nutritious snack in addition to lunch for morning and/or afternoon snack time.  Please pack snack separately
from lunch in a small, labeled, re-useable container or bag.  Also, keep in mind that we are a peanut free
school, so please do not send in any peanut butter or products that may contain nuts or by products.
Thanks

Lunch
We do not serve meals. Children who stay through lunch must bring their lunch from home. Please include a
drink(no glass bottles), and please label everything(thermos covers too). We will post lunch suggestions on
the bulletin board.

Rest
Children enrolled in the full day program have a rest period from 12:00 noon until 1:00. Children will need a
small tri-fold rest mat(which may be purchased from us for a cost of $12), a small crib-size pillow, a
pillowcase, and a small, crib-size blanket. Large pillows and sleeping bags take up too much space and
therefore are not permitted.

Illness Policy
There are no state or federal regulations that dictate how child care centers should handle sick children or
when children should stay at home. The following is a list of some common illnesses that affect children at
the preschool level. We ask that if your child shows any of the following symptoms to please keep him/her
home to help control the spread of infection at our center. If your child is not well enough to play outside we
ask that you also keep him/her home since we do not have the staff available to supervise your child inside
during this time.
Children are required to be kept home if they exhibit any of the following symptoms:
  • fever and behavior changes or other signs or symptoms of contagious illness;
  • colds if accompanied by severe cough and fever
  • diarrhea or vomiting (should remain home at least 24 hours after symptoms are gone)
  • rash with fever or behavior change until physician determines if child may return to program
  • chicken pox, impetigo, pertussis, mumps, measles, shingles, strep throat or other streptococcal
    infections
  • pink eye/conjunctivitis with white or yellow eye discharge until 24 hours after treatment is stated

We can not give children non-prescription medicine without a doctor's signature. You must sign and date a
release form for each prescription you wish us to administer your child. Forms are available upon request.
Tuition is still due for days your child is absent due to illness. There are no substitutions of days to
compensate for absences unless handled as extra hours and space permits.

Procedures for Emergencies and Illness
A teacher will apply first aid measures as necessary while another teacher will notify the director who in turn
will contact parents, or if unavailable, emergency people listed on child's application form. Arrangements will
be made with parents/emergency contacts either for pick up or emergency transport to St. Luke's Hospital.
When parents can't be reached, police will be called for emergency transport to St. Luke's Hospital. The
teacher accompanying the child will continue to try to reach parents from the hospital as well as the director
from school.

If your child becomes ill during the time the child is in our care we will determine if the child is too ill to stay in
school, and we'll call the parents to come and pick up the child. The child will be provided a place to rest
until the parent arrives and will be supervised at all times by someone familiar with the child.

Administration of Medication
The staff of Dartmouth Early Learning Center can not administer prescription or non-prescription medication
to any child without written parental authorization which indicates:
1.  That the medication is for the specified child
2.  That the medication has a written order from a physician, which may include the
   label on the medication indicating that the medicine is for the specified child
   and specified dosage, number of times per day and number of days the
   medication is to be administered
The staff of Dartmouth Early Learning Center can not administer any medication contrary to the directions
on the original container unless so authorized by a written order of the child’s physician.
Any medication sent to school must be kept in its labeled original container, with the child’s name, name of
the drug and directions for its administration and storage.

DELC will have at least one person trained to verify and document that the right child receives the proper
dosage of the correct medication designated for that particular child and given at the proper time(s), and by
the proper method, present at all times when children are in care. DELC will keep a written record of the
administration of any medication, prescription or non-prescription, to each child which includes the time and
date of each administration, dosage, name of staff person administering the medication and the name of the
child which will be made part of the child’s file.  This does not apply to topical non-prescription medications
which are not applied to open wounds, rashes or broken skin.

DELC also ensures that each educator on staff receives training in recognizing generic medication side-
effects and adverse reactions and interactions among various medications, and potential side-effects of
specfic medications being administered in the program.

DELC can not administer topical non-prescription medications such as sunscreen or insect spray without
written authorization from a parent.  Any such medications must be labeled with the child’s name and will be
kept out of reach of children.  All unused medication will be disposed of or returned to parents when no
longer needed.

Assessment
The professional staff assesses each child in order to make informed curricula and planning decisions, to
set goals for individual children, and to share information with parents.

Assessment is portfolio-based in our program.  Teachers systematically collect examples of children’s work,
written observations, anecdotal records and photographs in order to have a record of progress in specific
areas over time.  Assessment information is gathered during structured and unstructured activity times
when teachers observe each child’s level of skill and the way he or she approaches a task or interacts with
other children.  Observations are shared with parents during twice yearly conferences and as needed to
keep them informed of the growth and development of their child.  

Communication
Our goal is to foster an atmosphere of mutual cooperation and respect.  We encourage you to let us know
what is on your mind!  Good communication is the essential key to reaching and maintaining that goal.  
When you have an idea, thought or suggestion that you feel would benefit the Program, please share it with
us.  You are always welcome to visit the program unannounced at any time your child is present.

Parents are encouraged to read all posted information.  There are several places where information is
routinely posted.  Please familiarize yourself with the reception area and classroom posting areas.  

The Program operates under an “open door” policy.  Your input, presence, thoughts, ideas and
suggestions are welcome.    We encourage open conversation between parents and teachers.  Arrival and
pick up time are good for relaying pertinent information about your child.  Parents may call or visit the center
at any time.   

Your phone calls to the center are also welcome.  However, we try to limit classroom disruptions, so if your
call is not time-sensitive, please leave a message and a teacher will return your call between activities or at
naptime. You may also email us. If the phone call is an emergency, please let the administrator know and
you will be connected with the teacher immediately.      

Parent/Teacher Conferences
Evidence of what a child can do is collected frequently to share in supportive parent conferences held upon
request anytime throughout the course of the school year. Observation, collaboration, and documentation
in a number of forms are key tools used by teachers in assessing a child's progress. Since parents are
children’s first and most important teachers we strive to work together as partners to gather information
about your child and achieve consensus with families about assessment methods that will best meet your
child’s needs. Progress reports are documented twice a year. Copies will be provided to you.

Parents are encouraged to talk to the child’s teacher if they have questions or concerns.  Ongoing, informal
evaluations of children’s progress are made throughout the year.  While individualized parent/teacher
conferences are scheduled twice each year, we are happy to accommodate additional conferences if
needed.  Children’s personal and individual needs are of primary importance; therefore, more frequent
interaction between parents and teachers may be necessary.

Children with special needs
DELC recognizes the value of an integrated learning environment for children with special needs.  
Therefore, it is the general policy of the Program to make every reasonable attempt to accommodate such
children when they are able to function adequately within a typical group setting.  Prior to enrollment, the
parents must discuss the nature of the child’s special need with the Director in order to determine
appropriate placement.  

Referrals
If a concern is raised by a child’s teacher or parent regarding the child’s development, a meeting will be
scheduled to include the teacher, parents, curriculum coordinator and assistant director.  If it is determined
that the program staff will benefit from additional guidance by outside resources to fully meet the individual
needs of the child, a referral to a community agency will be made.

If a parent is not cooperative with our efforts to seek assistance with his/her child, we will exercise our right
to discontinue service and enrollment will be terminated.

Confidentiality
Your child’s records: enrollment forms, health records, observation records, parent-teacher conference
reports and all other information about your child is confidential and will only be accessible to you, center
personnel, teaching staff and a person designated by DELC, NAEYC, or the Department of EEC to review
our records for licensing, immunization and accreditation purposes. Before information is shared with other
agencies, we will obtain written consent from the families.  

Children’s records are stored in secure file cabinets and computer files in the Centers.  All staff members
are committed to abiding by the NAEYC Code of Ethical Conduct regarding respect and confidentiality.

Referral Services and Termination
All staff at the school will be attentive to any special needs of children in our care. Children will be observed
on a number of different occasions and teachers should bring to the director's attention any special
concerns regarding medical, mental, physical, or developmental well being of the children in our care.
Meetings will be held where these concerns are addressed, and followed up by the directors. The directors
will then discuss any concerns brought up by the staff with the child's parents. Through day to day
interaction and careful observation we hope to meet the individual needs of each child in our care.

Time is always available for staff to discuss any concerns with the directors. Teachers will make written
observations available to the directors who in turn will meet with parents to notify them of our center's
concerns. When a referral is considered appropriate, parents will be provided a written statement including
the reasons for recommending a referral for additional services, a brief summary of our observations and
our efforts to accommodate their child's needs. Parents will also be informed of the availability of services
and their rights including the right to appeal under Chapter 766.

The directors will follow up any referrals with parents and the contact agency that evaluates the child. If it is
determined that the child is not in need of services the child's progress shall be reviewed every three
months to determine if another referral is necessary. A written record of any referrals and the results will be
maintained by our center.
Local cities and towns have in place preschool screening services. When appropriate, we refer children for
this or for a CORE Evaluation through the appropriate public school department. Mrs. Linda Maniglia is the
special education resource person in Dartmouth and Ms. Kathleen A. Turner is the special education
resource person in New Bedford. Other professionals we might refer children to include David Fentress, D.
Ed, Susan Broughton, RCS, Claire Kenney, PMHNP, and Judith Morris, LICSW,Ph.D.

Termination Policy
All children are accepted into the program on a trial basis. We will do everything we can to accommodate
children's individual needs and make their placement work, but if after a thirty day period a match between
child and school does not work parents will be notified about the situation and our efforts to deal with it.
When it is determined that termination is necessary, parents will be given the reasons and if referral
services are required, names of agencies will be provided. If the child's termination is initiated by either the
parents or our school we will prepare the child in a manner consistent with their ability to understand.
Children may also be terminated if financial obligations are not met. No student's tuition may have more
than a one month balance at any time.(see Tuition Policies)

Procedure When Allegations of Abuse/Neglect Against A Staff Member Are Filed
Staff person will be suspended without pay until the allegation is investigated and resolved. DELC will notify
The Department of Early Education and Care(EEC) in writing regarding the initiation of any legal
proceedings brought against the staff member in question. DELC will also notify EEC immediately after filing
or learning that a 51 A report has been filed on a child while in our care.
Any suspected instance of child abuse or neglect will immediately be reported to the directors and in turn to
DSS, 9 So. Sixth Street, New Bedford, MA, 997-3361. All signs of abuse or neglect will be documented in
writing including dates and times. The following are some of the services available in our area:
  1. Department of Social Services, 9 So. Sixth St., N.B. 997-3361
  2. Child At Risk Hotline 1-800-792-5200
  3. Parental Stress Line 1-800- 632- 8188
  4. Child and Family Service, New Bedford 996-8572
  5. Kennedy-Donovan Center Early Intervention Programs 997-1570
  6. IH Swartz Rehabilitation Center, New Bedford 996-3391
  7. Morton Hospital Speech and Hearing Program, Taunton
  8. PACE Inc, New Bedford 999-9920

Suspension Policy
DELC has no suspension policy with regards to students or children in our care. See the termination
section, however, regarding the circumstances which will result in a child being terminated from our services.

Notice of Nondiscrimination Policy
The Dartmouth Early Learning Center admits students of any race, religion, national and ethnic origin. It
does not Discriminate in providing services, educational programs, or admissions to children and their
families on the basic of race, religion, cultural heritage, disability, political beliefs, sexual orientation, or
marital status. Toilet training status is not a requirement for enrollment.

Guidance
It is the policy of the Program to use positive methods of behavior management.  At no time is corporal
punishment or verbal humiliation allowed. Teachers in the program are trained in positive communication
and guidance techniques and are encouraged to use effective interpersonal skills in communicating with
children, parents, and fellow staff members.

Behavior Management Plan
Our goal at DELC is to assist our children in learning to live in the school environment safely and with
satisfaction. We strive to respect each child as an important person. We encourage the use of methods of
guidance that are based on an understanding of the individual needs and development of each child and
that will build the child's confidence and respect. Therefore, we view discipline not as punishment, but as
positive guidance and redirection. The definition of the word discipline that we subscribe to is instruction or
training which corrects, molds, strengthens, or perfects. We adhere to the following guidelines which have
been established to benefit both the children and the staff.

  1. Teachers should be sensitive and responsive to the needs of the children.
  2. Teachers shall act in such a way that they are respectful role models.
  3. Teachers shall clearly define limits within the classroom and consistently maintain them.
  4. Teachers will use discipline that is consistent, clear and understandable to the child.
  5. Teachers will intervene immediately when a child becomes physically aggressive to protect all of the
    children and encourage more acceptable behavior. When necessary, to help give an out of control
    child an opportunity to cool down, the selective use of a brief "time out" or removal of the child from
    the situation is employed. The length of time will be just long enough to enable the child to regain self
    control. During a "time out" the child will be required to sit apart from the group to renew him/herself
    and reflect on the reason for the "time out." The goal is to protect the rest of the group from any harm
    while giving the child an opportunity to cool down and begin to gain some inner control. Use of the
    "time out" will be adapted to the developmental level and appropriateness of a "time out" for the
    particular child.
6. For children with persistent, serious, challenging behavior, teachers,
families, and other professionals will work as a team to develop and
implement and individualized plan that supports the child's inclusion and
success.
7.Teachers shall give directions in a positive way so as to encourage positive
and cooperative behavior.
8. Our Behavior Management Plan includes the following restrictions:
  • No corporal punishment, including spanking.
  • No cruel or severe punishment, humiliation, or verbal abuse
  • No denial of food as punishment.
  • No punishment for soiling, wetting, or not using the toilet.

With thoughtful planning of the environment many conflicts can be prevented. Teachers shall provide
adequate and thoughtfully arranged space where supervision is easily maintained to promote positive
relationships among children, and enable them to work and play together with a minimum of conflict.

Transportation Plan
DELC does not provide transportation to and from our center.  We contract a school bus with seat belts
when we go on field trips.  A first aid kit and children’s records are taken along as well as a seat belt cutter.
We will require written parental consent for any field trips and for any child who has an individual
transportation plan. The bus company we use for field trips conforms to MA school bus requirements as
contained in M.G.L. c. 90 and 540 CMR 7.00.

In the case of an emergency, the director will call for emergency transportation via ambulance to the local
hospital emergency room.  Parents will be called from the hospital.

Curriculum
We implement an Emergent Curriculum that borrows developmentally appropriate, child-centered elements
from the preschools in Reggio Emilia, Italy, Diane Trister Dodge’s Creative Curriculum, and the
Massachusetts Guidelines for Preschool Learning, The Creative Curriculum is based on accepted theories
of child development and the latest research on the importance of early learning and the development of
the brain. Our curriculum is flexible as well as emergent to allow for adaptations and modifications to ensure
access to the curriculum for all children.

Organizational Information:
The MA Department of Early Education and Care(EEC) is the licensing authority for DELC. You can contact
them at 1 Washington St, Suite 20, Taunton, MA 02780, phone# 508-828-5025
Michael & Christine Hubert are the owners and administrators/directors. Erin Perry is the person in charge if
Michael and Christine are both absent.