Program Statement

Child’s View Child Care Services follows the Ontario framework to guide programming and pedagogy in early years settings. This document, “How Does Learning Happen?” is available from the Supervisor or the Ministry of Education website.

According to the “How Does Learning Happen” document:

“Our emergent curriculum practices is the sum total of experiences, activities, and events that occur within an inclusive environment designed to foster children’s well being, learning, and development and ensure meaningful participation for every child. It begins with an informed understanding of what children are capable of learning and how they learn effectively; it sets goals for children’s learning and development, health, and well-being; it provides direction for educators. We view children as being competent, capable, curious and rich in potential.”

“Through play and inquiry, young children practice ways of learning and interacting with the world around them that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all capacities vital for success throughout school and beyond.”

Through our daily practices we will:

a) Promote the health, safety, nutrition, and well being of children.

GOAL – To ensure all children’s health and well-being is being monitored and reducing health risks to other children by:

  • Daily health checks conducted by staff upon arrival and throughout the day
  • Staff will follow our health policy & procedure as outlined in our parents manual
  • Contacting parents when their child has become ill while in our care
  • Removing an ill child from classroom until a parent arrives to pick up their child
  • Reporting accidents/injuries to parents through our accident report forms system
  • We are a sun safe centre and provide a sunscreen program for all children
  • Anaphylaxis plans are created through collaboration of parent/supervisor in our centre to ensure that a plan of action is established and implemented to reduce all risks to their child while in our care.

GOAL – To ensure that we provide healthy snacks and meals as well as through parent communication in their child’s nutritional needs by:

  • Provide nutritious snacks/lunches in accordance to the Canada Food Guide
  • Accommodate food allergies and food tolerances, parents complete a diet, rest, exercise form
  • Parents complete an infant needs form prior to enrolment
  • Children will be encouraged to feed themselves and to at least taste all foods if willing, force feeding or the withholding of food or drink is not permitted

GOAL – To ensure all children are effectively being supervised and kept safe by:

  • All children are signed in and out by parents as well as by staff on their daily attendance. In/out times are recorded.
  • Health and safety checklists, playground inspections (daily, monthly, seasonal, annually), fire/lockdown drills are completed
  • Disinfecting toys on a weekly basis or as needed
  • Maintaining ratios at all times by conducting daily counting checks of all children in our care. Children in attendance will be supervised by an adult at all times
  • Children will be streamed in small groups and will not be made to wait without teacher directed activities
  • Limits of an activity/play area will be clearly outlined to all and repeated as needed
  • Children will be assisted through the washroom routine according to the amount of help they require, hands must always be washed with soap
  • Allow manageable risk to be taken by children during their play experiences

GOAL – To ensure that we provide on-going support and collaboration with parents by:

  • Supporting families with parenting challenges
  • Offer opportunities to sit down and meet to further discuss their concerns and to devise a plan of next steps to assist in their child’s health and well-being
  • Provide collaboration to work through situations together as a team
  • Offer families resource support through our resource consultant if requested and/or approved by parents

b) Support positive and responsive interactions among the children, parents, child care providers and staff

GOAL – To ensure that all families and children have a sense of belonging by:

  • Staff greeting children/families upon arrival and departure
  • Take the time to get to know each family and what is important to them
  • Staff provide positive interactions within the centre by being enthusiastic, honest, kind and respectable to all families
  • Children shall be guided in a positive manner that is appropriate to their age and development level
  • Regular staff intervention shall be in the form of praise, hugging, encouraging comments and reminders to children of acceptable behaviour, wherever possible intervention will permit logical consequences
  • Needs of the children are considered in the context of their family composition, values, culture and language

GOAL – To ensure effective communication is provided to families regarding their child and our program by:

  • Through daily contact with parents via in person, phone calls or emails
  • Through communication books provided to all infant and toddler children outlining their child’s day in regards to disposition, feeding and toileting
  • Portfolio documentation binders are prepared by staff so that parents can view and be engaged in their child’s development through their play and inquiry activities
  • Through our monthly newsletters

GOAL – To engage parents in their child’s development and experiences by:

  • Involving parents in activities to connect parents to their child’s development by providing an open door policy that allows them into the classrooms to see the program in action
  • Open houses are scheduled each year to provide a better understanding to parents regarding their child’s learning through emergent curriculum
  • Engaging parents to volunteer on field trips

GOAL – To ensure on-going communication opportunities are provided to supervisor and staff to discuss program, children and professional development by:

  • Providing monthly team meetings where staff will have an opportunity to reflect on their daily practices with children
  • Providing opportunities for planning sessions with teaching partners

c) Encourage the children to interact and communicate in a positive way and support their ability to self-regulate

GOAL – To ensure that we nurture children’s healthy development and support their growing sense of self by:

  • Providing an environment where children have time to mature, experience, and form responsive relationships
  • Treat each child as capable and competent learners
  • Encourage children to vocalize their needs through supportive dialogue
  • Guidance will assist the children to learn self discipline and appropriate behaviours
  • Staff will use soft, supportive voices, model acceptable behaviour and not discuss the child’s misbehaviour in front of them
  • Engage with children as co-learners as they explore their environments
  • Encourage children to make own changes and problem solve offering assistance where necessary
  • Use a warm and positive approach to support children’s developing ability to express emotions and understand other perspectives
  • Know when to stand back and observe and when to enter children’s play to stimulate thinking

GOAL – To ensure program meets all interests of children and provide opportunities for continuous learning by:

  • Providing a variety of activities for children based on their interests and developmental level
  • Observe each child during exploration and play to establish each child’s area of interest
  • Ensure that the environment is warm and inviting and provides opportunities for all children to explore and learn
  • Set up daily invitations with in the classroom and provide time for messing about

d) Foster the children’s exploration, play and inquiry

GOAL – To provide learning environments and experiences to engage children in active, creative and meaningful exploration, play and inquiry by:

  • Providing opportunity for infants to explore and imitate, for toddlers to pretend play, for preschoolers to use language & thinking skills so that they learn to plan, negotiate, resolve conflicts, regulate emotions & behaviours
  • Initiate friendships & understand the perspective of others
  • Program is based on on-going collaboration, considers multiple perspectives and reflects the unique strengths, needs and interest of all children
  • Develop goals to support the development of identity, social inclusion, health and well being, self-regulation, physical skills, language and thinking skills, and goals to set the foundations for literacy and numeracy
  • Organize the physical space, material, time and experiences that support the learning process
  • Through observation and documentation, we will provide many activities which will promote understanding and learning and foster this through expanding their play, based on the experiences and interests of the children
  • Encourage the children to explore and discover their surroundings
  • Bring nature inside and encourage children to use their imagination
  • Provide a flexible schedule to allow us to meet the child’s creative learning process

e) Provide child-initiated and adult-supported experiences

GOAL – To ensure all staff are meaningfully engaged in all aspects of children’s learning and development throughout the day by:

  • While children are exploring activities, staff will ask open ended questions to provoke the children’s interest
  • Daily schedules, routines and transitions are kept as flexible as possible to allow children to continue their in-depth exploration and learning focus
  • Staff will observe the children’s play and plan according to interests and developmental levels
  • Spontaneous small group activities will be made available to the children according to their interests

f) Plan for and create positive learning environments and experiences in which each child’s learning and development will be supported

GOAL – Staff will be provided with professional tools and development to further support their learning for children in our program by:

  • Staff will use QCCN, Brigance, ELECT documents to plan activities to meet the developmental needs of each individual child
  • Observation and Reflection template is filled out by staff to keep recorded documentation of learning experiences that sre being implemented in the classrooms. This documentation is posted in the classrooms for all parents to view
  • Staff will guide each child to explore their environment in a positive manner so that they may grow as an independent capable and competent person
  • Staff will engage in professional development through in-house training and workshops offered through the ECCDC to assist in their planning of learning environments and experiences for the children

g) Incorporate indoor and outdoor play, as well as active play, rest and quiet time, into the day, and give consideration to the individual needs of the children receiving child care

GOAL – To ensure all needs of children in our program are being met first and foremost by:

  • Upon enrolment parents are required to fill out a diet/rest/exercise form for their child which indicates to staff if a child has any restrictions
  • All activities are planned in accordance to each individual child’s developmental needs and interests, allowing children to make choices
  • Children are required to be outside for 1 hour in the morning and afternoon. Engaging and interactive activities are provided for them i.e. sledding, races, snow soccer, obstacle courses and mud kitchen etc.
  • As part of our daily program or when extreme weather conditions exist i.e. extreme heat or cold advisory, staff offers children alternative activities indoors i.e. Catch program, Rainbow Fun, free play, gross motor activities in the main foyer.
  • In accordance to the CCEYA children rest for atleast one hour on cot. If a child is not sleeping after this hour, they are permitted to get off their cot and engage in quiet activities in the room by staff. This does not include infants.
  • Daily schedule to be flexible to meet the unique needs of the child
  • Allow for transition times with children

h) Foster the engagement of and ongoing communication with parents about the program and their children

GOAL – To ensure communication between supervisor and staff is effective and allows for parent feedback and collaboration by:

  • Daily communication with parents about our program and their children takes place at drop off and pick up times
  • Daily log books are completed for infant and toddler children to provide information to the parents regarding their child’s emotional disposition, their favourite activities, daily dietary intake and toileting
  • Documentation and observations are conducted on a regular basis and made available to parents. Each child has a portfolio documentation binder on their cubbie that parents can look at. As well as documentation and observations posted around the classrooms for them to view
  • Parents are invited to participate in a parent centre evaluation each January to provide valuable input to the staff and board of directors
  • Newsletters are sent out monthly to keep parents updated regarding information and events at the Daycare
  • Staff send home documentation about individual children’s goals as they are achieved and new goals are set for the child
  • A parent board is located within the front doors of the centre to provide important information for the parents
  • Emails or telephone calls are made when necessary to relay or obtain necessary information

i) Involve local community partners and allow those partners to support the children, their families and staff

GOAL – To connect and collaborate with community partners to benefit the services that our centre offers to our families by:

  • Have local agencies into the centre who offer different services i.e. resource consultants, speech therapist, behaviour specialists, dental hygienists etc.
  • Invite community helpers/parents/families in to talk with the children

GOAL – To ensure on going staff training and development through our professional community partners by:

  • Staff are provided a membership with the ECCDC to keep their training/education updated through module training sessions, workshops and speakers
  • Staff participate in regular First Aid and CPR training conducted by a local agency every three years
  • Staff are required to be trained in QCCN development through the Niagara Region that further allows staff to engage in testing of the children through DPS, Speech and Language, Behaviour Checklist, Environmental Rating Scale and Documentation.

j) Support staff and others who interact with children in relation to continuous professional learning

GOAL – To ensure staff are supported in their continuous learning and development by:

  • Attending monthly team meetings and engaging in meaningful conversation regarding program and children
  • Staff to participate in College of ECE professional learning and must demonstrate how they have implemented their professional training within the scope of their daily practices with children
  • Child’s View provides paid training for staff offered through the ECCDC and/or other training opportunities from professional organizations
  • Child’s View has a strong partnership with Niagara Region, FACS, Niagara Speech Services, Occupational Therapist, Community based specialists i.e. Nutrition Specialist, Pathstones, Bethesda

k) Document and review the impact of strategies set out in clauses (a) to (j) on the children and their families

GOAL – To ensure that we are reviewing our strategies as set forth in our program statement that may address any issues, barriers in terms of inclusion and participation of every child by:

  • This program statement is reviewed by all staff, students and volunteers on an annual basis and additions may be made as required
  • This will be a living document and implemented accordingly
  • On-going communication and self-reflection amongst staff will occur at monthly team meetings to ensure that we are addressing any barriers that may be limiting children to engage in active exploration, play and inquiry
  • Parents will be informed of any changes to our program statement and will be provided with a revised copy
  • Staff document through the use of photos, open ended questions and feedback from children through their interests and level of curiosity
  • Feedback from parents through centre evaluations

Reference for Terminology:
ECCDC – Early Childhood Community Development Centre
QCCN – Quality Child Care Niagara
ELECT – Early Learning for Every Child Today