Parent Resources

MONTHLY TUITION RATES for CHILDREN IN THE SON

Effective until 1/1/2027
Enrollment and registration Fees –$400.00 per child (non-refundable)
Activity fee 2+ years old (yearly) $150.00

AGE: 6 WEEKS–17 MONTHS

5 days: $1850
3 days: $1350

AGE: 18 MONTHS–36 MONTHS

5 days: $1550
3 days: $1150

AGE: +36 MONTHS & POTTY-TRAINED

5 days: $1350
3 days: $1100
**Families of two or more children who are enrolled 5 days per week receive 10% discount off oldest child. Drop-in fee $75 per day.

Enrollment Documents

FAMILY HANDBOOK
EMERGENCY CONTACT
CHILD HEALTH ASSESSMENT
MEDIA RELEASE FORM

FAQ

1What credentials are your staff required to have?
Each lead teacher, in addition to two years’ experience, has either their CDA or AAS in ECE, some have their BS. Assistant teachers have a minimum of two years’ experience and/or a CDA (Child Development Associate) credential. All staff also attend professional development classes throughout the year.
2What is your inclement weather policy?
CitS follows the school districts’ inclement weather policies, for our Broomall location it is Marple Newtown school district and for Havertown it is Haverford school district. Please check the local network listings or sign up on the news outlet’s webpage for text alert options. For example, if the school district has a 2-hour delay, CitS will open at 9:00 am.
3Do you provide meals?
CitS provides a healthy AM snack served with 2% milk or water. Parents will need to provide their child’s lunch and PM snack.
4Tuition and communication app
Tuition payments are due the first of each month, the payment can be placed in our tuition box in the office or processed online through the Lillio app. Daily reports and other communication is also done through this app. For more info: https://www.lillio.com
5What classes do you offer?
We offer developmentally appropriate classes for infants, young toddlers, older toddlers, preschool, and pre-kindergarten. We also have monthly enrichment classes in Music, Spanish, Fitness and more!
6What is your policy on discipline?
Each of our teachers are trained in positive redirection and developmentally appropriate techniques to teach each child at their level.
7What is the Reggio Emilia approach?
The Reggio Emilia approach to early childhood education views young children as individuals who are curious about their world and have the powerful potential to learn from all that surrounds them. Educational, psychological, and sociological influences are important factors to consider in understanding children and working to stimulate learning in appropriate ways. Reggio teachers employ strategies such as exposing children to a wide variety of educational opportunities that encourage self-expression, communication, logical thinking, and problem-solving.
8Principles of the Reggio Emilia Approach:
The Reggio approach follows four major principles. These are:
  • Emergent Curriculum. A classroom’s curriculum stems from the particular interests of children. Curriculum topics are derived from talking with children and their families, as well as from things that are known to be interesting to children (puddles, dinosaurs, and so on). Teachers compare notes and observations in team planning sessions to decide which projects would be best suited to children in their classes, what materials will be needed, and how they can encourage parents and the community to become involved.
  • In-Depth Projects. These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Projects are often introduced to children as adventures, and can last anywhere from a week or two to the entire school year. Teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their representations.
  • Representational Development. This principal takes into account Howard Gardner’s concept of multiple intelligences. The Reggio Emilia approach calls for the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, and so on. Varied presentations ensure that all children have the chance to understand and connect with the concepts being explored.
  • Collaboration. The idea of collaboration is seen as necessary to further a child’s cognitive development. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self.
9The Teacher’s Role
Teachers play a dual role in the Reggio Emilia classroom. Their primary role is to learn alongside children, becoming involved in group learning experiences as a guide and resource. A Reggio Emilia teacher must always carefully observe and track the growth of children and the classroom community. Reggio teachers will also take time to reflect on what they have learned about themselves and their teaching.
10Observation and Documentation
Documentation of the growth of both children and teachers is another important component of the Reggio Emilia approach. Photos of children at work and play, along with dictations of their experiences, help teachers and parents learn more about what does and does not work for a child. Teachers can then adjust the dynamics of their classrooms accordingly.
11The Classroom as Teacher
The classroom is referred to as the “third teacher” in Reggio schools. Much like the Montessori approach, great care is taken to construct an environment that allows for the easy exploration of various interests. The documentation mentioned above is often kept at children’s eye level so that they, too, can see how they are progressing over the year. Items from home, such as real dishware, tablecloths, plants, and animals, contribute to a comforting, “homey” classroom environment.
All of these principles and beliefs combine to make Reggio Emilia classrooms an interesting and highly effective method of expanding children’s minds—one adventure at a time.

Illness Policy

By keeping children home when they are ill, the spread of illness among our Learning Center community is greatly reduced. This means fewer illnesses for children, teachers, parents, and other family members, fewer visits to the doctor, and fewer days lost from work for parents. If your child becomes sick while at Learning Center you will be called to take him/her home. Sick children should be picked up no later than 1 hour after notification by the Learning Center that the child is sick. If the parent notified cannot be at the Learning Center by the end of 1 hour, other arrangements should be made for the child’s pick up. Doctor’s notes are required for any of these illnesses to return to care.


Nutrition Policies

The Children in the Son Early Learning Center offers a morning snack that typically consists of a choice of milk or water, fruit, and a carbohydrate. Lunches and afternoon snack should be provided from home and be non-heatable nutritious foods. Warm foods are encouraged to be sent in a thermos.


Closing Due to Extreme Weather

In case of extreme weather, the Learning Center follows Marple-Newtown school district closings on local news and KYW 1060 (#454). In the case of severe weather (i.e., snow, storms, floods, tornadoes, hurricanes, earthquakes) please listen to the local news and/or radio station. If Marple-Newtown schools are closed The Children in the Son Early Learning Center will also be closed. If there is a delay or early dismissal the learning center will follow that order as well.


Closing Due to Physical Plant Defects

In the event of loss of power, loss of water, or other physical plant defect that prevents the Learning Center from opening on time or at all, or necessitating early closure, families are contacted by telephone and/or email. If any of these conditions happen during the Learning Center Day and are deemed to persist for longer than one hour and in the case where proper care of the children beyond that time will not be possible, parents and/or emergency contacts will be called to pick up children as soon as possible. Appropriate staff will remain at the center until all children are picked up. The Learning Center will maintain emergency supplies order to provide basic necessary care for at least 4 hours. For state or Federal shut-downs, tuition continues to be due each month to ensure the Learning Center can re-open as soon as the order is lifted.