Program Statement

Our physical spaces incorporate elements of home, wherever possible, in order to reinforce children’s sense of belonging at the centre. Parents are encouraged to provide photos and items from their home and culture, which will assist their child in feeling valued and connected to their families. Children are welcome to bring toys and other items from home that will provide them comfort throughout the day.

Classrooms are set up in order to encourage exploration, play and inquiry. Age appropriate loose parts, such as buttons and boxes, are provided to encourage children to use their imaginations and use materials in a variety of ways.

Elements of nature are incorporated into both indoor and outdoor environments in order to encourage exploration and instill a sense of wonder of the natural world.

The use of materials such as metals and glass, as well as materials from nature such as rocks and twigs, are promoted in order to help children learn how to use caution and respect when handling delicate objects.

Educators plan for and create positive learning environments and experiences in which each child’s learning and development is supported and which is inclusive of all children, including children with individualized plans.

Educators plan activities based on observations of the children’s interests and developing skills in order to ensure children are engaged in learning at the centre. A wide range of activities including creative art, sensory activities, active play, dramatic play, construction activities and book sharing are offered in a free flow format on a daily basis. Children are invited but not forced into participating in activities and activities are modified to meet the individual needs of children.

Music and song is incorporated into many parts of the day. The educators sing songs to cue children when it is time to tidy up, go to circle, and go outside. Self-expression is encouraged through movement and dance to a variety of genres of music.

Children are encouraged to be independent and to ask for help when necessary, as well as to assist others whenever they can. Children are taught the value of interdependence and the importance of being able to rely on each other as an integral part of caring relationships.

Mealtimes are important times to support the health and well-being of children. Our menus meet Canada’s Food Guide requirements and treats and sweets are not offered. In addition to providing excellent nutrition, our centres provide healthy eating environments in which children enjoy the social aspect of mealtimes. Our educators sit with the children family style during meals and enjoy the food that has been prepared alongside of the children. Children are encouraged to try new foods but new foods are never forced on children. Educators reinforce healthy eating habits, including food choices and portion sizes. Where applicable, menu adjustments are provided to accommodate allergies as well family requests and preferences. Children are encouraged to demonstrate their competence by helping to set the table, serving themselves with child sized serving utensils, pouring their own milk, buttering their own toast. When assistance is needed, children are encouraged to help each other, thereby reinforcing a sense of community at the centre. Our routine allows for extended periods of time for eating and children are never rushed through meals or snacks. During mealtimes, the focus is on engaging children in positive social conversation. Following the children’s lead, educators may engage children in conversation about the food that is being shared, the day’s activities, or what has been happening in children’s lives at home.

Rest periods for the children are relaxing times designed to assist children in the development of self-regulation as well as contribute to healthy sleep patterns. Soothing methods such as rocking, rubbing backs, reading books, and snuggling are used to help ease children into nap times. Educators communicate with parents about calming techniques that work best for their child at home and attempt to mirror those methods at the centre. Children are encouraged to bring blankets and stuffed toys from home to provide comfort during rest times. Children who do not need to nap engage in quiet, calming activities to allow their bodies and minds to regroup and be ready for additional learning through play.

Toileting and changing routines are valuable times for positive child-caregiver interactions. Educators take their time during these routines and focus on engaging with the children through conversation and simple social games. Our toilets and sinks are all child-sized and children are taught the importance of personal hygiene through role modeling and gentle physical assistance.

Outdoor play provides opportunity for the development of self-help skills as well exploration of the natural world. Educators take their time during cloakroom routines and to focus on social interactions. Dressing skills are taught in fun ways, (for example: the coat flip!) and children are encouraged to help one another as their confidence and ability to zip zippers, button buttons and do up shoes grows. Once outdoors, children are encouraged to engage their curiosities with plants, trees, bugs and other natural materials.

Educators make modifications to our environments and routines, where necessary, to meet the needs of the children in their care and to ensure that the children are valuable contributors to their learning environment.