We believe that children are competent, capable, curious, and rich in potential. Children’s interests and developing skills form the foundation from which our programs planned and implemented.

We believe that each child deserves the opportunity and encouragement to try new things, explore new ideas and develop their own unique identities. We value the individual gifts that each child brings to our classrooms. Children’s personalities are celebrated and their preferences are honoured during routines as well as playtimes. Each child’s learning and development is supported, and our program is inclusive of all children, including children with individualized plans.

The children’s safety is our primary concern. Children are closely supervised by an adult at all times and educators conduct head counts to ensure all children are accounted for before, during, and after times of transitions. Precautions are taken to ensure that the equipment and materials that we provide are safe and in good repair. At our centres, children are encouraged to take healthy risks and educators help them to make decisions which demonstrate their competence during routines and play situations. Formal rules are limited in order to allow educators to engage with children using a problem-solving approach.

During play activities such as climbing, balancing, or jumping, adults stay physically close to children (arms length) in order to be able to offer them assistance as needed and to ensure their safety. Extra caution should be taken with risky play activities following injuries.

Children are encouraged to work and learn at their own pace. They are not rushed into an activity for which they may be unprepared. Routines are completed in small groups, wherever possible, and each child is supported to accomplish tasks at his/her own rate. Where possible, activities are offered for significant portions of the day so children can participate and repeat as often as they would like.

Self-regulation is supported not only in our environments but also through our interactions with the children. Children’s desire for affection is nurtured with hugs and snuggles throughout the day and children are never left to cry.

Challenging behavior is viewed as missing skills and adults interpret, guide, and redirect children experiencing difficulties. We avoid separation-based techniques such as “time out” or not including children in a specific activity. Instead, adults use redirection and gentle physical assistance to help children to follow through on expectations. As children see educators treating a child who is “misbehaving” with understanding kindness, they learn to develop empathy, an important concept that we want all of our children to learn and carry into adulthood.

Our families are competent and capable, curious and rich in experience. Families love their children and want the best for them. Our families come from diverse cultural and linguistic backgrounds. Families are the experts on their children and our centres strive to meet family requests and preferences.

Educators’ work schedules are arranged to try to maximize opportunities for verbal communication with families on a daily basis. Parents are asked to come directly into the classroom or fully onto the playground to speak with their child’s educators and recognize that the educators must maintain supervision during dialogue with other adults. Where verbal dialogue is not possible, a written note may be completed to ensure families get important information about their child’s day. Families can make an appointment with the Director to arrange a meeting with any of our educators if there is a need for a longer discussion.

Educators record children’s progress and development through the use of photo documentation of children’s learning and an electronic record of each child’s activities is maintained and shared with parents. We are also happy to arrange parent-educator meetings to discuss children’s progress.

We encourage families to become involved in our centres in whatever ways are meaningful and accessible to them. Our open door policy permits prospective families to pop in for tour of our centres at any time. Before a child starts at our centre, families are asked to attend “stay & play” visits, where parents, grandparents or other family members spend time with their child in their new classroom getting to know the educators, the other children and the class routine. Once children begin attending on their regular schedules, families are welcome to visit and spend as much time in the classroom with their child as they like.

Opportunities for volunteering as special visitors or to assist on field trips occur regularly throughout the year. In the case that a parent wishes to become a volunteer, a Police Records Vulnerable Sector Check must be obtained prior to the volunteer position. Educational and social parent evenings are held and everyone is invited to attend our annual family BBQ. During the month of December, our centres engage in the celebration of family traditions. Family members are invited to share meaningful traditions from their family and together we share and learn about the values and beliefs that we have in common even among diverse cultures and family backgrounds.

Parental feedback on our programs is highly regarded. The Director is always available to take emails, calls, or speak face to face to receive input or address concerns. A formal family satisfaction survey is completed annually and changes are made based on suggestions from families.

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.

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.

We value the relationships and connections that we have with a variety of agencies that provide learning and support to our educators, children and families. These include:

When children join our centre who have special learning needs or require additional support to fully participate in our programs, an Individual Service Plan is developed which outlines strategies to best support the child’s specific needs, in consultation with their family and a referral may be made to the appropriate community agency.

In addition to formal supports, our centres promote a sense of community by encouraging special visitors to come to the centre and, at times, taking the children on field trips to local museums, parks, stores, community service sites, retirement homes and libraries. Through engagement with community members of all ages, race, cultures, and developmental abilities, our children learn pride and respect for the diverse community in which we live.

Documentation and Review of Impact

In order to ensure that the ideas and methods described in our program statement have a positive impact on the lives of our children and families, our centres apply to the following strategies:

• Ongoing pedagogical documentation of the children’s learning and progress
• Consultation with families on strategies specific to their own children
• Observations and documentation of educator’s interactions with children
• Monthly staff meetings to learn about and discuss the implementation of the program statement
• Annual family satisfaction survey

Program Statement Review

Parents will be asked to review the program statement prior to enrolling their child(ren) with our centres. As a part of the registration process, parents will be required to sign that they have reviewed the document. The Director or Supervisor of the centre is available to meet with all new families and engage in dialogue about the Program Statement to ensure that parents understand what it means for their child and that they have had all of their questions answered.

Every employee, student, volunteer shall review the program statement prior to interacting with children, at any time when the program statement is modified, and at least annually thereafter.