About Us

From our Vision and Belief Statement:

“In Maryland, all young children will be provided with opportunities that have a positive impact on their success in school. Experiences should promote physical well-being and motor development, social and emotional development, approaches toward learning, language development, and cognitive and general knowledge. The individual needs and strengths of every young child will be continually assessed to facilitate frequent adjustments and supplements to instruction.”

“The young child’s input, reflections, and self-evaluation are essential to the process of assessment. Families, teachers, and others who interact regularly with the young child also contribute to valid assessment techniques. Families, schools, and communities are partners in preparing Maryland’s young children to become life-long learners and contributing members of society.

“Fundamental to the design of developmentally appropriate assessment systems is the knowledge and understanding of the characteristics of young children. Young children develop in predictable stages of maturity that unfold in the singular, often uneven patterns and rhythms. A unique individual, the young child comes with a history, personality, learning style, culture, and particular strengths and needs-all of which must be considered in planning that child’s education.

“The assessment of young children should promote learning, not simply measure it, Young children can work through activities, solve problems independently, and reflect on their thinking. Young children are active, spontaneous, creative, curious, and capable of self-direction. Therefore, instruction and assessment must capitalize on these qualities.

“Assessments of young children should use a variety of methods, including performance-based assessments, systematic and ongoing observation, and a collection of young children’s work over time. As mentioned before, the assessment should involve parents, caregivers, teachers, and children themselves; it should occur over time in a natural setting and provide equitable opportunities to respond in a variety of modes.

“School readiness is a continuum that begins at birth. These assessments are not intended to label a child, rather, they are meant to provide information about the child’s location on the continuum. The assessments will help identify strengths and needs so that the teachers and families can plan for movement along this continuum. Every child can learn, but only informed planning will enable the child’s unique potential to develop.” (The Maryland Model for School readiness, Primary Assessment Outcomes, and Indicators, Vision and Belief Statement, Definition of School Readiness.1.2)

“The National Association for the Education of Young Children (NAEYC) believes that a high-quality early childhood program provides a safe and nurturing environment that promotes the physical, social, emotional, and cognitive development of young children while responding to the needs of families. Although the quality of an early childhood program may be affected by many factors, a major determinant of program quality is the extent to which knowledge of child development is applied in the program practices-the degree to which the program is developmentally appropriate.” (Bredekamp & Copple, 1990,1)

Fundamental Values (NAEYC’s Code of Ethical Conduct)

“As stated in NAEYC’s Code of Ethical Conduct, standards of professional practice in early childhood programs are based on the commitment to certain fundamental values that are deeply rooted in the history of the early childhood field.

• Appreciating childhood as a unique and valuable stage of the human life cycle (and valuing the quality of the children’s lives in the present, not just as preparation for the future)
• Basing our work with children on knowledge of child development (and learning)
• Appreciating and supporting the close ties between the child and family
• Recognizing that children are best understood in the context of family, culture, and society
• Respecting the dignity, worth, and uniqueness of each individual (child, family member, and colleague); an
• Helping children and adults achieve their full potential in the context of relationships that are based on trust, respect, and positive regard.” (Feeney & Kipnis 1992,3, as cited in Bredekamp & Copple, 1997,/7).

No, however, the Center’s management team is Christian and it’s their faith that leads them to provide child care services for over 15 years. When cultural celebrations are included in our classroom programs, they will be approached from a sociological rather than a religious standpoint. We believe that children benefit from an awareness of cultural diversity. The educational programs in our Center will include opportunities for children to experience cultural celebrations, participate in multi-cultural learning activities, and be enriched by their participation in anti-biased developmentally appropriate programs. Parents are always welcome to participate by sharing their cultural celebrations with Center management so that they may be incorporated into program plans, or by participating in planned classroom activities.

To promote children’s learning, Rainbow Child Development Center has selected The Creative Curriculum for Infants and Toddlers. We use a combination of the Creative and A Beka Curriculum for ages 3 – 5. Although the A Beka Curriculum is Christian-based, we have chosen this curriculum because of its approach to learning. We omit some of the religious components.

Homework reinforces the weekly lesson plan and encourages parents’ active involvement. The homework journal books become a record of your child’s developmental progress throughout the year and a book of memories that you will cherish for years to come.

The uniform creates an atmosphere of learning. When your child puts on his/her uniform, they know that it is time for school and structure. It also helps your child learn how to dress themselves through repetition. For uniform details, please contact Center management or refer to the Parent Handbook.

Please feel free to come in and visit and take time to get to know the staff and associates who are committed to making your child’s most important years memorable and special. We encourage parent involvement. We ask that parents cultivate a communicative relationship with the teachers. It is the special hand-in-hand relationship that will maximize a child’s beneficial experiences while attending Rainbow Child Development Center. The following are a few ways to participate: field trips, reading stories to the class, sharing travel and cultural experiences, attending parent meetings, and fundraising.

We appreciate open communication and feedback. We encourage you to talk with the teachers and other staff about your child’s progress. You may set up a conference with the Center management anytime during business hours. In addition, please review the Parent Handbook for information such as fees, holiday schedule, and Illness/Medication Policy.