KIN and KIN Too Parent Handbook
Ninth Street KIN, Incorporated
1006 Broad Street
Durham, North Carolina 27705
919-286-7773 and 919-286-5432
September 1983
Revised January 2018
KIN (kin) noun A person's relatives; family kinfolk relevant, connected, related.
Webster's New World Dictionary
Welcome to KIN and KIN, too! This handbook presents our policies and procedures. You will find more information in other sources; see Section 1.6. Your compliance with this handbook is a requirement of your contract, so please take a few minutes to read it carefully.
1.General Information
KIN is an early childhood program with educational and care components for infants, toddlers and preschoolers. Our program is a combination of the early childhood educational preschool and the traditional child care center that provides care for the children of working parents. Because our society still wrestles with the biases of language, we do not refer to ourselves as a day care center. Our teachers are referred to as teachers and our work is the effort of a professional staff with our own well-developed curriculum based on current child development theory.
KIN was founded in 1983. It serves approximately thirty families with a staff of 10 teachers and 2 administrators. We are a nonprofit, North Carolina 501(c)3 corporation with a Board of Directors composed of parent representatives, alums and community representatives.
KIN and KIN, too both hold 5 star licenses from the State of North Carolina Department of Health and Human Resources. We care for children with special needs as well as typically developing children. Our program is open to all members of the community both as teachers and families.
1.1.Programs.
KIN has three functioning component programs:
The Children's Program delivers high quality care and education based on current research and theory in child development. We particularly tend to the emotional and social development of young children and provide a stimulating environment for cognitive and physical growth through curricula that stress the natural sciences and the creative arts. We are an inclusive program, dedicated to the value of each child.
The Parents' Program is designed to be responsive to the needs of working parents. Those efforts include a resource library, and a Parent Job program with opportunities to be involved in the Program. Parents are an integral part of this early childhood program.
The Teachers' Program KIN works hard to create a professional and stimulating environment that fosters the development of skilled teachers. We provide on-site and off-site staff development, strive to increase wages and benefits, and work hard to retain our dedicated staff.
The classroomsThe original KIN is located at 1006 Broad Street. KIN, too is located at 1416 Broad Street. The original KIN is sometimes referred to as “Big KIN” to distinguish it from the KIN, too facility. Big KIN functions as 1 large classroom while KIN, too is arranged in three classrooms that serve three age groups. The KIN classrooms serve different children of different ages:
The Moon Class serves Infants. The group size is four and there are two teachers.
The Bird Class serves toddlers with a group size of five with two teachers.
The Water Class at KIN, too serves children two years of age with a group size of seven to eight with two full time teachers.
The Forest Class at Big KIN is a multi-aged classroom serving older two’s through five yearolds. The house serves as one multi-age classroom with three full time teachers and one part time teacher with 16 children.
1.2.The Organization of KIN
The Executive Director of KIN and KIN Too is a part-time teacher as well as administrator and supervisor. The Executive director works mainly at KIN Too and oversees the Program along with the Director of KIN and creates the policies and procedures with the Board of Directors. The Executive Director is directly responsible to the Board.
Director of KIN - The Director works at KIN and is also a part time teacher.
Classroom Coordinator – Helps coordinate daily routines in the absence of the Director. The Classroom Coordinator works at KIN and KIN Too and are also full time teachers.
Lead Teachers are full time teaching staff, work directly with the children, and implement curriculum. They have experience and education in the field of Early Childhood Education.
Teacher Assistants are assistants to teaching staff and are supervised by teachers.
Substitute Teachers are lead teacher qualified and help out in the classrooms as well as fill in when a teacher is absent.
All Staff are certified in CPR, First Aid, SIDs and Health and Safety Training.
1.3.History
KIN was founded in 1983 by three women seeking a sane and innovative balance between children's needs and their own work needs. Two of the women were small business owners on Ninth Street in West Durham and the third was an early-childhood teacher operating an after-school program at a local preschool. Originally, KIN was designed to be supported by the business community of Ninth Street but it became apparent that after the initial support and interest, these small businesses could not regularly contribute to an institution that benefited only some of their employees. While they continue today to offer materials and support, they did not become the financial base originally hoped for. Nonetheless, enough families had come together who were committed to the idea that they opened the program in September of 1983. The start-up expenses were met by donations of time, materials and services and major community fund raising events. Tuition, personal contributions and loans got the business through the first two years and we quickly found ways to manage on the revenues of tuition alone. Fund-raising each year by parents and the Board of Directors augments the purchase of materials and supplies.
In 1989 KIN expanded its program to include an additional site on Broad Street to better enable us to offer care for one- and two-year-olds. In 1992, we added our last classroom, expanding the capacity of KIN, too.
1.4.KIN Philosophy
Our program is designed to foster the social-emotional growth and well-being of young children by providing them an environment that is secure, supportive, and affirming of their individual needs. A multi-aged setting with warm, stable relationships ensures that we can nurture and attend to each child in a thoughtful way. Our most basic goals are to nurture self-esteem and to provide children with guided opportunities to experience their feelings and the feelings of others. Additionally, we offer a developmentally sound, stimulating environment, encouraging children’s love of learning and curiosity and affording the acquisition of skills appropriate to their ages. A sensitive approach to children’s needs, solidly based in a developmental framework, is our forte.
1.5.Teachers’ Goals for Children
At KIN, we believe that children grow at their own pace and that each level of development is based upon the successful completion of the earlier stage. This directs our efforts as teachers to pay close attention to each individual child’s development and to see that we provide the opportunity for each child’s unique potential to be fulfilled. We also believe that children must have a secure and safe place from which to extend their development. To feel safe and secure each child must know that they are appreciated and respected for who they are and that they have a place in the context of both the larger natural world and the community of people. With these foundations in place, children have the best chance to develop to their greatest potential. Without those elements, the most thoughtful instruction will not benefit them. With these underlying premises guiding our approach, we outline the specifics of our goals for children within the framework of the four areas of human development: emotional, social, cognitive and physical.
Emotional
This area requires special attention with young children, because it is this area of human energy that must be sound and healthy in order for other areas to thrive. In early childhood we can, in small group sizes and with enough trained adults, consider children's individual needs and development. We will be striving to foster
the ability to recognize, express and name the range of emotions and experiences
an acceptance that both "good" and "bad" are part of being a person
a productive process of exploring independence and dependence that results in a child having a healthy sense of their own identity and the ability to have good nurturing attachments to adults
a constructive exploration of "power", that all-consuming quest of early childhood and self-esteem
realistic pride in accomplishments and a true acceptance of self.
Cognitive
The ability of the mind to extend and explore is already present in the youngest child. It is our responsibility to support it by fostering
children’s innate sense of wonder and curiosity about the world and how it works
a basic understanding about learning, an acceptance of mistakes, and realistic expectations about accomplishments
the specific nature of each child’s own intelligences
an appreciation, enthusiasm, and skill in communication; enjoying language
the ability to question and problem-solve
creative energy for its own sake
the appreciation of process over product, to place value and appreciation on all manner of creative expression
an understanding of math concepts and their application in the real world of' objects
the ability to focus and attend, to develop the skills needed to concentrate.
Physical
We nurture and support a healthy appreciation of children’s physical selves by encouraging
growth and development of strength, coordination, and balance
the development of fine motor skills and abilities
the development of gross motor skills and abilities
the desire to explore and extend physical boundaries and abilities
an understanding of children's unique physical make-up and how that relates to their other areas of development
a child's own healthy awareness and understanding of their physical attributes and their body’s functions
the learning of health and safety skills.
Social
This is a rich and complex process for very young children (and of course for the rest of us) as we explore the nature of relationships. Children’s inexperience and questioning behaviors can absorb our energies, but we must look beyond the behaviors to help children develop
an awareness and concern for others
cooperation with others, the ability to take turns and to be patient
true friendships and the ability to have constructive relationships with peers
self-help skills appropriate to each child’s age and development so that children learn the satisfaction and responsibility of taking care of themselves
the beginning of empathy, tolerance, and a willingness to participate in conflict-resolution
an emerging sense of responsibilities to others, an interest in helping others that, again, must be considered with age appropriate expectations
an ability to explore all the roles within a social group, to experience being upon occasion the leader, and at other times a follower.
Directors and Teachers are required by law to report any suspicion of abuse or neglect to the proper authorities of the state.
1.6.Communication with Parents
There are a variety of ways you can get information at KIN.
Daily Information You can expect a verbal report on their child's day, but parents' need for details vary. Please feel invited to tell your child's teacher of your interest and ask them for the information you want. We will tailor all communication to your needs and the time constraints of the teachers.
Documentation. If you have a question, the written documentation is the first place to look. This handbook contains information that is not dated. Other information may change from session to session, including:
• KIN calendar
• tuition and fee schedule (See Section 2.2)
• family directory
Posted information. Necessary and important information for parents is posted in three locations at each KIN.
The parent bulletin board has posted information about KIN and community events. It is very important that you check it to find out about school events, field trips, etc.
The front door also displays important and current information.
The classroom bulletin boards have the daily routines for each class and are posted in each classroom. Curriculum plans and other items of note specific to that class can be found there as well.
Internal mail. KIN has an effective internal mail system. Each family has a clothespin with their name on it. The parentclips, as they are called, hang on a line near the children's cubbies. This is where you will get handouts, memos, newsletters, flyers, notes from teachers, receipts, etc. You should check it every day! The parent clips can also be used for parent-to-parent mail.
Email. KIN has an email group or list-serve. KIN posts reminders about upcoming events and general information there. Parents can also use this to communicate with the KIN community at large. Parents are also welcome to email Kathie at or Melissa at
Resource library. KIN maintains an extensive library of resources about child development, health and public policy. They are available to you to sign out and borrow. There are also magazine articles and brochures of interest available. In addition we keep active files on many subjects about children and their needs that we offer. If you would like to check out a book, we ask that you sign it out and return it in a month. We have had problems with books not being returned to KIN and we ask that you return the book, or buy a replacement if it is lost.
2.General Policies and Practices
2.1.Enrollment Procedure
A parent initiates the enrollment procedure by submitting an Inquiry/Application form. (Section 2.2).
Our annual enrollment process begins in January. We begin calling families on the waiting list as soon as we have information about openings. At that time we are establishing enrollment for the upcoming academic year (late August through the following August).
Our waiting list is prioritized by the date of the Inquiry/Application form. Siblings of currently enrolled children are given higher priority. Because KIN is committed to maintaining classrooms that take into account a desire to balance the sex, backgrounds and abilities of all children, those factors may also be considered in enrollment.
Parent Orientation There is a new family orientation meeting in August of each year.
Enrollment forms - It is required by state law to haveall forms in hand by the first day of attendance, however KIN requires all forms to be turned in on or before Orientation.
2.2.Tuition and Fees
Enrollment fee, and deposit. There is an Inquiry form on the website for your convenience. This begins the process that places families on the waiting list.
There is an annual enrollment fee per family of $200.00 due at the time of contract signing. A deposit, equal to one month’s tuition, is due at the signing of the original enrollment contract.
The amount is less for additional siblings. These deposits will be refunded within 60 days of your departure from KIN after fulfilling your contract with KIN.
Enrollment schedules. KIN offers two enrollment schedules. The schedule time blocks are Monday through Friday 7:30–4, and 7:30–5:30. Infants are 8am only.
Tuition. The tuition depends on which enrollment schedule is chosen, and which program is required (Big KIN or KIN, too). Morning and afternoon snacks are included in the tuition fee.
Late pickup fine. A $1 per minute fine is charged for children who are picked up late, that is, after their contracted pick-up time. It also applies to children who are still at KIN after closing time (Section 5.1), whether they are accompanied by parents or not. Repeat offenders are subject to increasing fines.
Miscellaneous charges. There are several incidental charges that may occur from time to time:
Returned checks. Parents must pay the amount the Bank charges for returned checks and replacement must be paid in cash for that time only.
Late tuition payment. Tuition is due on the first of each month. There is a $25 fine for tuition payments received after the fifth of each month.
Parent job. Families may choose to fulfill their Parent Job obligations by paying $30 for each hour not worked, however we would prefer your participation in the job program.
Terms. Tuition is paid monthly, due the first of the month. The amount is indicated on your contract. Checks should be made out to “KIN” (regardless of the location). You may leave your payment at either KIN office (Section 1.4, Internal mail) or mail it to 1006 Broad Street or 1416 Broad Street. Receipts are put on parent clips. Tuition is to be received by the fifth business day of each month, regardless of attendance. KIN does not invoice parents. If you need a statement, please request one. Other fees are due at the time they are billed.