Child Care Services

The Good Samaritan Agency Bangor Maine – Childcare Services

Child Care
Open 52 weeks a year!
7:30 A.M. to 5:30 P.M.
Monday thru Friday
Closed Holidays and In-Service Days

Good Samaritan Agency’s child care rates are as follows:

  • Full Time (30 plus hours)
    • Infant $173 (6 wks-11 months)
    • Toddler $158 (12 months-35 months)
    • Preschool $140 (3-5 years)
  • Part Time (20-29 hours)
    • Infant $129.75
    • Toddler $118.50
    • Preschool $105.00

The child care program is inspected and licensed by the State of Maine annually.

The Good Samaritan Agency’s child care program is licensed by the Maine Department of Health and Human Services. All staff members are responsible for reading and following the licensing rules and regulations set forth by this agency. A copy of licensing rules and regulations are available for parents to read.

CHILD CARE MISSION
Good Samaritan Agency provides a developmentally appropriate child care center that includes all children and families regardless of race, creed, gender, ability, sexual orientation, ethnicity or national origin. Children are provided the opportunity to grow and learn in a safe, nurturing, and stimulating environment helping them to reach their fullest potential.

GSA Follows the National Association for the Education of Young Children’s Code of Ethical Conduct Core Values
Standards of ethical behavior in early childhood care and education are based on commitment to the following core values that are deeply rooted in the history of the field of early childhood care and education. We have made a commitment to:
• Appreciate childhood as a unique and valuable stage of the human life cycle
• Base our work on knowledge of how children develop and learn
• Appreciate and support the bond between the child and family
• Recognize that children are best understood and supported in the context of family, culture, community, and society
• Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)
• Respect diversity in children, families, and colleagues
• Recognize that children and adults achieve their full potential in the context of relationships that are based on trust and respect

FAMILY ORIENTATION
Families schedule a tour with the Child Care Coordinator to get an overview of the child care center to see if it is a fit with a family’s child care needs. Prior to enrollment families will have an opportunity to meet with the child’s primary caregiver and discuss the classroom schedule, routine, and what to expect. Once the classroom visit is completed, the Child Care Coordinator will give the parent(s)/guardian(s) the enrollment paperwork. Families will receive a Child Care Handbook. The Child Care Coordinator will review the most important policies. Enrollment paperwork must be completed and returned prior to the child’s first day, with the exception of Physician’s Form. Physician’s Form must be returned within 30 days of enrollment with the child’s immunization records according to the Rules for the Licensing of Child Care Facilities.
CURRICULUM PHILOSOPHY
Our curriculum is designed to meet the needs of each child. We believe that children learn best in the context of warm, loving, primary care giving relationships. We recognize parents as being a vital source of information when creating a stimulating, purposeful, and meaningful learning environment. The curriculum promotes each child’s physical, emotional, social and cognitive development. Because play is such an integral part of learning, our classrooms are set up with learning centers so children are able to manipulate materials, create, investigate and in general discover the world around them. Teaching staff gain information about formal and informal communication with families, child observation and on-going assessment. Classroom environments, along with individual child and group goals are intentionally designed based upon this information.
Our teaching strategies include:
• Intentional teaching based upon individual assessments
• Creating environments and providing materials and supplies that support child-guided learning experiences
• Developmentally appropriate practice to nurture emerging skills and abilities
We follow the Maine Early Learning Guidelines for children ages three to five years for the preschool classroom. Fostering children’s curiosity is important in our curriculum. We base our curriculum in the preschool room on the book Young Investigators THE PROJECT APPROACH IN THE EARLY YEARS. By Judy Harris Helm and Lilian Katz. The curriculum used for infants and toddlers is The Creative Curriculum for Infants, Toddlers and Two’s, By Diane Trister Dodge, Sherrie Rudick and Kai-lee Berke. This curriculum is supplemented by the Maine Infant and Toddler Guidelines from birth to 36 months.
GSA curriculum goals are based on the:
• Developmental abilities and needs of the children
• Multiple domains of children’s development
• Specific learning objectives inherent to the chosen curricula
• On-going individual child assessment results
• Collaboration with families around individual child goals

GSA curriculum includes:
• A description of the knowledge and skills that children will acquire based on Maine’s Early Childhood and Infant Toddler Learning and Development Guidelines.
• The use of ongoing individual child assessment based on planned, objective observation
• Learning experiences (activities)
• Environment, equipment and materials
• Schedules, routines, and transitions
Families may access the Early Learning Guidelines and foundational curriculum for further review. If interested, please feel free to ask the Child Care Coordinator for these materials.

CURRICULUM FRAMEWORK: INFANTS & TODDLERS
We offer The Creative Curriculum for Infants, Toddlers and Two’s, By Diane Trister Dodge, Sherrie Rudick and Kai-lee Berke. We supplement this curriculum with the Maine Infants & Toddlers Guidelines for Learning and Development ages, birth to 36 months

The Creative Curriculum rests on a solid foundation of research. This curriculum translates research and theory from the field of early childhood education into a practical, easy-to-understand approach to working with children and their families. This curriculum is a comprehensive curriculum which includes goals and objectives for children’s learning in all areas of development: social/emotional, physical, cognitive, and language. This curriculum has given us the tools needed to provide our families with a program that implements developmentally appropriate practice. There are three parts described in this curriculum which are as follows:

1. The Five Components
A. Knowing Infants, Toddlers and Twos
B. Creating a Responsive Environment
C. What Children Are Learning
D. Caring and Teaching
E. Building Partnerships With Families
2. Routines
3. Experiences

CURRICULUM FRAMEWORK: DOMAINS & ELEMENTS
The curriculum framework is compatible with our foundational curriculum and is derived from Maine’s Early Childhood Guidelines for Infant and Toddlers from birth to 36 months and Maine’s Early Learning Guidelines for children ages three to five years. For more detailed information you may find the curricula and guidelines in the Child Care Coordinator’s office.

Infant/Toddler Domains and Elements
1. DEVELOPMENT OF SOCIAL BEINGS
a. Self Awareness
b. Self Regulation
c. Self Concept
d. Adult Interaction
e. Peer Interactions
f. Social Intelligence
2. DEVELOPMENT OF STRONG AND HEALTHY BODIES
a. Perceptual Development
b. Gross Motor Skills
c. Fine Motor Skills
d. Self-Help Development
3. DEVELOPMENT OF THE ABILITY TO COMMUNICATE
a. Language Comprehension
b. Language Expression
c. Emotional Understanding
d. Emotional Expression
4. DEVELOPMENT OF CURIOUS MINDS
a. Exploration and Discovery
b. Concept Development and Memory
c. Problem Solving, Symbolic Thought and Creative Expression

Daily Schedule & Routine for Infants
Infants have an individualized schedule, they eat when they are hungry, sleep when they are tired, and play and explore when they are alert. There are 5 areas of routines as outlined in The Creative Curriculum for Infants, Toddlers & Twos:
• Hellos and good-byes
• Diapering and toileting
• Eating and mealtimes
• Sleeping and nap time
• Getting dressed

Daily Schedule & Routine for Toddlers & Twos
• Drop off, children have free play
• Breakfast – Family style breakfast, socialization, table manners & self serving skills
• Diapering / Toilet Training
• Morning circle – story, songs and finger plays
• Small group activity – Teacher directed activity intended to promote skills development – offered materials that encourage fine motor skills, manipulation and discovery
• Outside time / Large Motor Play / Exercise (morning and afternoon) – running, jumping, discovering, climbing, imagining, nature and have fun
• Diapering / Toilet Training
• Lunch time – Family style lunch, socialization, table manners & self serving skills
• Brushing Teeth
• Rest time Diapering / Toilet Training
• Snack
• Pick up, children have free play
Learning Experiences (Activities)
The Creative Curriculum for Infants, Toddlers & Twos describes how various types of experiences support children’s development and learning. Giving children meaningful experiences allows them to do the following:
1. Learn about themselves and others – Social/emotional development.
2. Learn about moving – Physical development.
3. Learn about the world – Cognitive development.
4. Learn about communicating – Language development.

The following are experiences that promote children’s development and learning:
1. Playing with toys
2. Imitating and pretending
3. Enjoying stories and books
4. Connecting with music and movement
5. Creating with art
6. Tasting and preparing food
7. Exploring sand and water
8. Exploring outdoors

Environment, Equipment and Materials
GSA makes sure that safety is the most important piece to setting up our environment, equipment and materials. As stated in The Creative Curriculum for Infants, Toddlers & Twos, “as infants, toddlers, and twos develop and learn, you will need to change the environment to keep children safe, provide new challenges, and inspire new interests”. The design of the space, the choice of equipment and the chosen materials are supported by the curriculum. They are designed to support all the areas of infant and toddler development including: social-emotional development, physical development, language development and cognitive development. Within the realm of cognitive development specific design, equipment and materials are selected and rotated to address: early literacy, early mathematics, early science concepts, creative expression, health and safety and early social studies concepts.

Transitioning Children Between Classrooms
Providing support and reassurance for the family and child so they feel comfortable with classroom transitions is our main focus. Since our center is set up in one area of the building and the classrooms are side-by-side, families are fortunate to get to know the staff in all the rooms. Teaching staff informs families as early as possible that their child will be transitioning to the next classroom. Children that are transitioning will have a two-week period to spend time in both classrooms so they can become familiar and comfortable before the complete move. Families are kept informed on a daily basis as to how the transition is working for the child. Transitions happen based upon space availability, the age of the child and where the child is developmentally. Our child care center has four classrooms, which consists of a younger infant room with 8 children and 2 staff, an older infant/younger toddler room with 8 children and 2 staff, an older toddler room with 10 children and 2 staff and a preschool room with 2.5-5 year olds with 12 children and 2 staff. Children are kept in a particular classroom for a minimum of nine months in order to reduce the number of transitions.

Curriculum Planning for Preschoolers
Curriculum planning incorporates curricula goals, individual child goals, data collected from child assessment, individual child and group interests along with parental goals for children. Topics are generated based upon this information and are strongly informed by children’s interests. Topics chosen are developed further by teaching staff so that all areas of child development are targeted including: Social-emotional development, physical development, language development and cognitive development. Within the realm of cognitive development specific content areas are addressed including: early literacy, early mathematics, science, technology, creative expression and appreciation for the arts, health and safety and social studies. The planning formats use a web design to demonstrate the targeted areas. It is our belief that exploring topics in depth supports learning across the domains. Topics are sustained over a month and adapted as teachers continue to gather information around interests and needs. Additionally the curriculum is modified and adapted for children of all abilities. Environments and learning materials are rotated to support the topics of exploration. Planning formats are located in the Child Care Coordinator’s office for family review.

CURRICULUM FRAMEWORK: DOMAINS & ELEMENTS
Preschool Domains and Elements
1.PERSONAL AND SOCIAL DEVELOPMENT
d. Self Control
e. Self Concept
f. Social Competence
2. APPROACHES TO LEARNING
a. Initiative and Curiosity
b. Persistence and Reflection
3. CREATIVE ARTS
a. Skills, knowledge and appreciation
4. EARLY LEARNING AND LANGUAGE
a. Communication and Listening
b. Book Knowledge and Appreciation
c. Comprehension
d. Sounds in Spoken Language
e. Print Concepts
f. Alphabet knowledge
g. Early Writing
5. HEALTH AND PHYSICAL EDUCATION
a. Healthy Habits
b. Gross Motor and Fine Motor Skills
6. MATHEMATICS
a. Numbers and Number Sense
b. Shape and Size
c. Mathematical Decision Making
d. Patterns
7. SCIENCE
a. Scientific Knowledge
b. Scientific Process
8. SOCIAL STUDIES
a. Families and Communities

Daily Schedule & Routine
GSA provides children with a consistent and predictable yet flexible schedule. Daily schedules and routines are important for children because they need to know what’s coming next. The schedule is designed to minimize transitions and maximizes the time children spend engaged in developmentally appropriate activities. The daily schedule consists of:
• Drop off, children have free play
• Breakfast – Family style breakfast, socialization, and table manners
• Individual, small and large group time play (activities morning and afternoon)
Centers include: dramatic play, block, reading/listening, art/writing, gross motor/music and math/science, health and safety, social studies and technology
• Outside time (morning and afternoon) – climb, jump, run, explore, use imagination and have fun
• Morning circle – weather, calendar, song and story
• Small group activity – Teacher directed activity that includes skill development
• Exercising – Dancing, exercising or yoga
• Lunch time – Family style lunch, socialization and table manners
• Brushing Teeth
• Rest time
• Snack
• Pick up, children have free play

Transitions for Preschoolers
Teachers set up the daily schedule so that transitions are minimal with little waiting time. The classrooms have a daily schedule with pictures for visual support at the child’s eye level showing them the sequence of events for the day. Teachers use a timer with a verbal 5-minute warning before they transition to the next activity. While one teacher is helping the children get ready for the next activity, the other teacher is singing songs or reading a book to keep the other children engaged.

Learning Experiences (Activities)
The classroom is divided into activity centers encouraging all children to manipulate materials, create, investigate and in general discover the world around them. The activities offered are as follows: fine motor/manipulatives, dramatic play, blocks, writing center, art, music/movement, sand/water, math, science/nature, books/quiet center health and safety, social studies, technology and outdoor.

Environment, Equipment and Materials
Families are provided with an environment that is welcoming, safe and clean. Each classroom is inviting and interesting to children and families. All rooms have large windows that provide for natural light and also provide an aesthetically pleasing view to the outside world for our children. Family diversity is supported with a variety of multicultural materials throughout the classrooms. It is important to recognize and acknowledge the importance of differences in family traditions, values and beliefs.
GSA provides children with a variety of indoor and outdoor equipment and materials that are age and developmentally appropriate. GSA provide for children’s safety while being appropriately challenged. Our equipment and materials enhance the curriculum by encouraging exploration, experimentation, and discovery. Modifications are made to the environment for children who need additional supports within the classroom. Children are able to explore independently and in small or large groups. Materials are rotated on a monthly basis to keep the interest of the children and build on the skills they have already mastered. We provide multiples of materials that are of interest to the children.
FAMILY PARTICIPATION
We believe that having a strong partnership with families is the optimum learning environment for the children we care for. It is important that families at our center feel comfortable, and there is a feeling of mutual respect and trust. We encourage parents to come in and volunteer throughout the year. They have the opportunity to come in and participate in classroom activities, and be part of our two special events; Santa’s Breakfast in the winter and an Ice Cream Social in the spring. We communicate with parents through daily contact, daily parent sheets, newsletters, parent conferences, parent surveys and a parent bulletin board. We also have many resources available to us to meet the needs and interest of the families we serve.

PARENTS PROVIDE THE FOLLOWING ITEMS
• Disposable diapers, if needed
• A pacifier if child has one
• A plastic bottle, if needed
• A change of clothes (labeled with name please)
• Sneakers for outside play, no flip flops or backless sandals
• Seasonally appropriate outerwear (boots, snow pants, hats, mittens)
• A small blanket and bedtime buddy (small stuffed animal) for napping
• Medication as needed
• Sunscreen with UVB and UVA protection of SPF 15 or higher and bug spray as needed
• (Bug spray must be deet free unless recommended by health authorities)
• Protective sun wear such as hats and sunglasses
HOLIDAYS/IN-SERVICE DAYS

The child care will be closed in observance of the following holidays:
Labor Day Thanksgiving and the day after or before
Martin Luther King
Columbus Day Christmas and the day after or before
President’s Day Patriot’s Day
Veteran’s Day New Year’s Day
Memorial Day Independence Day

• Parents will be informed of in-service days no later than two weeks before.

SNOW DAYS
Child Care will be open on snow days unless the Executive Director makes an exception. Please be aware, however, that if child care closes early, or does close for a snow day we will be calling you to
pick up your child and will be listed on TV and radio snow day lists. Please be sure to have someone available who can pick up your child when this occurs, if you cannot.