Program Statement

Our educators are Registered with the College of Early Childhood Educators (CECE) or educators with related qualifications. Educators come to us from diverse backgrounds. They bring a wealth of knowledge and experience, competence and curiosity to our classrooms.

We support child initiated and adult supported play experiences in every age group. Our educators observe the children and follow their lead during play. We ask genuine questions in order to gain information about children and extend their learning. Educators have fun in their work. They are encouraged to be co-learners with the children, to investigate what interests them, to crawl around on their hands and knees, to play in mud, wet sand, and shaving cream, and to put on dress up clothes, and to tap into their inner child while playing alongside the children.

Educators make responding to children’s cues the number one priority in their work. We recognize that children communicate in many ways and we strive to ensure that children have a voice in all that concerns them. Educators interpret children’s communication attempts and label what they may be thinking or experiencing.

An open mind and commitment to continuous professional learning are key values for our educators. We meet monthly, as a group, to study and learn together about current research and best practices in the field of early childhood education. Professional reflections on a variety of topics are completed on a regular basis.

We utilize the following Ministry of Education resources and documents to guide our professional growth and reflective practice:

• How Does Learning Happen: Ontario’s Pedagogy for the Early Years
• Think, Feel, Act: Lessons from Research about Young Children
• Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings

Our educators are encouraged to bring their own interests into the classrooms and to explore their individual passions with the children. Educators are empowered to make adjustments to their program schedules or classrooms to suit the needs and desires of their groups. When larger changes are necessary, a team approach is employed and each educator’s input is valued as part of the decision making progress. Educators are encouraged to work together, bounce ideas off each other and learn from one another’s experiences.

Our educators also support the professional learning of those who are new to the field, including ECE students and volunteers, by acting as cooperating teachers and providing guidance and feedback.