Sure Start Philosophy

Sure Start is committed to providing the highest quality preschool education for eligible children of families living at military installations overseas. Like the Head Start model on which it is based, Sure Start is dedicated to providing comprehensive services in the areas of education, health, social services, and family involvement. Close collaboration between families, schools, and the community is seen as essential.

Sure Start is founded on the principles of developmentally appropriate practices, as supported by research. Accordingly, the program is philosophically committed to the tenets of child growth and development that stem from the works of Piaget, Erikson, Vygotsky, and Gardner, as well as others. Through its comprehensive approach to meeting the whole needs of children and families, Sure Start is wedded to the belief that “risk is not destiny.” With a Sure Start education, children can develop the social competence and disposition needed for productive, lifelong learning.

PROGRAM COMPONENTS

Sure Start is made up of four equally important components.

· The educational component offers children a variety of learning activities that encourage their social-emotional, cognitive, and physical growth.

· The health component provides children with comprehensive medical, dental, health, and special needs screening.

· The social services component extends outwards to families, providing referrals and link with community resources.

· The parent involvement component connects the school to the home because we believe that children benefit most when parents are partners with the school in their children’s education.

PARENTAL INVOLVEMENT

· Parents are the prime educators of their children at home.

· The curriculum provides activities for parents to do in the home to support school curriculum.

· Parents are required to participate in Sure Start Program on a regular basis (30 hours per parent/60 hours per family, per year).

· Parents attend orientation training and parent education workshops.

· Home visits and parent conferences are an integral part of the program, with at least two home and two conferences completed each year

THE HOME AS AN EARLY LEARNING ENVIRONMENT

When families promote the development of language and literacy, fewer children experience reading difficulties when they begin school. Children benefit when they:

· Are read to by adults who demonstrate pleasure in reading and talking about books.

· Are encouraged to notice and discuss environmental print.

· See the purpose of literacy by watching adults get information from a book or article, take a phone message or find information on the Internet.

· Have one-on-one conversations with adults that challenge them with new information and new vocabulary.

· Experience a print-rich environment including books and newspapers, writing materials, and magnetic refrigerator letters.

· Are given writing materials and are encouraged to use them in many different kinds of play.

· Engage in dramatic or pretend play that relates to literacy activities (e.g. shopping lists, notes to Grandma, copying a recipe, or pretending to work in an office).

· Engage in activities at home that may include: reading cereal boxes, sorting cans of food, labeling items around the house, or creating a word bank.

· Discuss TV shows with parents or find known words in newspapers.