Little Beginnings Daycare and Learning Center provides a warm loving environment that promotes the health and well-being of infants, toddlers and preschool children. We strive to follow the “How Does Learning Happen? Ontario’s Pedagogy for the Early Years and abide by the regulations set out by the Child Care Early Years Act (CCEYA). We admire and adhere to the Ministers Policy Statement on programming and pedagogy under subsection 55 (3) of the Act. Our Program statement will be reviewed and adjusted annually to reflect the best possible practice.
Little Beginnings Daycare and Learning Center;
-offers an enriched environment, in which the child can grow focusing on their social, emotional, physical and cognitive development. We achieve this by recognizing and implementing the four important foundations of learning; belonging, engagement, expression and well-being into our program.
-acknowledges the importance of establishing a trusting relationship that supports positive interactions with the child and its influence on the progression of learning and development.
-recognizes the child to be competent and capable and possessing the ability to reach his or her fullest potential.
-fosters learning through play by extending discovery through questions and inquiry to promote thought and curiosity.
-provides programs that are child directed and educator supported through the careful observation of play and environmental design.
-recognizes the child’s need for play, rest, quiet time and allows this within our daily flexible schedules.
-allows time for the child to become truly engaged in an activity or learning process.
-values the child’s interest and supports their passion
-listens and supports the child desires and inquiries by showing kindness, patience and acceptance.
-promotes physical literacy and health of the young child through providing a minimum of 2 hours of outdoor/gross motor play and proper nutrition following Canada Healthy Food Guide and continuously reviewing our menu options with the Nutrition screen. (www.nutritionscreen.ca)
-thrives to be an extension of the family, bridging the gap between the daycare and the home, working towards the same goals and objective of child development by inviting parent involvement and perspective.
-communicates learning with children, their families, and the community through documentation, electronic reporting and visual boards.
-reaches to our community to support us in the learning and development of the child, the family and our Educators.
-Educators are encouraged to continue professional development and share learning with their peers during staff meetings and involvement to be extended into their classrooms.
-Self-evaluations are provided to Educators semi annually to help assess their role and level of progress in reaching their goals.
-Educators are given a 3 month probationary employment period in which they are evaluated on the quality of programs produced and ability to establish positive relationships with children, families and their peers.
-evaluates its Educators yearly to document and review individual and Center based goals and progress.
-reviews the Program Statement yearly to ensure its quality and assess the effectiveness of its approach in all areas mentioned above. The Program Statement will be read and understood prior to employment and involvement with Little Beginnings Daycare and Learning Center.
The Licensee, Kristy Garneau, will ensure that the approaches set out in the Program Statement are being implemented in the operation of its program at Little Beginnings Daycare and Learning Center on a continual basis.
All concerns and questions will be documented and reviewed semiannually to analyze the impact of our strategies and their impact on our programs and values.
Our educators thrive to establish a relationship with every child in their care. Little Beginnings Daycare believes that learning begins with the relationship and the knowledge of pedagogy (how does learning happen). When a child feels at ease within their environment and secure with an adult only then does the child begin to explore freely and blossom in their understanding of the world. To further the understanding of the child, an inside view of the child’s home life is an important aspect in which we consider during our interactions. Being respectful and sensitive to the child’s home environment and established relationships with its parents or guardians begins with awareness. Educators respect the diverse social, cultural and linguistic perspectives of all our families. Parents or guardians are asked to complete a questionnaire about their child within our ‘welcome package’ prior to their child starting in our care. The questionnaire is then read by all Educators and kept in our classroom binders as a reference. The questionnaires focus on understanding and recognizing the child’s individual needs and interests. The questionnaire aids educators in forming those initial conversations with the family and child. It becomes the starting point in which the relationship develops. Educators recognize that the relationship is established with a progression of positive interactions and conversations that evolve over time.
Our objective is to provide an early education program that fosters good problem solving and coping skills. We recognize the child’s need to learn self-regulation. Self-regulation is measured by how effectively a child copes with stress and recovers. Children need an outlet to release the adrenaline energy of their stress. Some children have a reduced ability to regain the balance between feeling stress and feeling calm. This often can lead to impulsivity. As Educators it becomes our responsibility to recognize each child’s individual stressors and provide them with the proper and necessary resources to reduce their stress. In turn, we aim to develop resilience in the child. We encourage children to gain resilience by recognizing the individual tools needed for them to be successful. Some children require personal space to feel at ease in times of upset. Our classrooms lend themselves to having a cozy corner adorned with soft furnishing, blankets or pillows for comfort. Other children desire physical affection when upset. Educators will hug, sit with and hold children to help ease their stress. Calm soothing words will be said to reduce fear or displeasure. Educators adjust their daily schedules to reduce the stress of the child by recognizing the transitional stressors that may occur throughout the day. Little Beginnings Educators recognize the importance of engagement and allow the child to become fully engrossed in an activity reducing the traditional stress of specific transitional times. Little Beginnings Daycare and Learning Center supports its Educators to achieve the goal to develop programs and practices to support learning and foster a loving trusting relationship with the child. We accomplish this by reflecting on a shared understanding and work towards a greater consistency between our curriculum and pedagogy. Educators have to opportunities to collaborate in their learning and share together on observations and suggestions to reduce child stress at every monthly staff meeting.
Little Beginnings Daycare and Learning Center recognizes the child’s need for play, rest, quiet time and allows this within our daily flexible schedules. Daily the children are provided with opportunities to explore the various centers and materials freely. A group activity time is provided where the children are invited to sit together to sing songs, read stories and extend their learning on their weekly focus. Children are never made to conform during this activity but instead have the flexibility to participate. Throughout the day, the Educators make a continuous effort to value every child’s interest and passion. This is easily recognized by the Educator’s ability to set up the classroom environment with various materials of interest. The Educator listens and supports the child desires and inquiries. The Educators observations are recorded weekly on the Emergent Program Plan posted outside each classroom.
Little Beginnings Daycare and Learning Center promotes physical literacy and health of the young child through providing indoor and outdoor physical play and healthy food. The children are invited to get moving through song and dance (Zumbatomic), strength and balance activities, and mini yoga. We hope to instill a physical confidence in our children. Little Beginnings recognizes the relationship between health and well-being. The awareness of health and well-being is co-dependent on healthy child development. Children are given many resources to challenge their bodies, strength and endurance. Proper nutrition is provided daily with our rotating four week menu. We follow Canada’s Healthy Food Guide and continuously review our menu options with the Nutrition Screen. The children at Little Beginnings are provided with a variety of quality food snacks and meals daily.
Little Beginnings Daycare and Learning Center recognizes that the child is competent and capable. We believe the child possesses the ability to reach his or her fullest potential. We encourage this process by providing open-ended materials that spark a child’s curiosity to learn and evolve. Little Beginnings Educators foster learning through play by extending discovery through questions and inquiry to promote thought and curiosity. Our Educators are trained to recognize learning opportunities during play, to know when to expand on the process or stand back and watch it evolve. Children are given opportunities to explore materials that support creativity, problem solving, language acquisition and mathematical structures. It is the Educators responsibility to plan and create environments that become the third teacher. At Little Beginnings and Daycare Center we strive to optimize learning in every possible way.
Children are asked questions on how to best solve the situation, how to take it to the next level and explain the possible outcomes. When a child is asked, they naturally become part of the solution and resolution and feel a sense of importance. Team skill building is also encouraged. Providing a group of children with the opportunity to problem solve together motivates and celebrates collaborative thinking and teamwork. We embrace the passion for learning and independent thought. We hope to instill this in our young children. No idea or perspective is overlooked. Every child has a voice and is heard. We strongly feel this aids the child in feeling social competence with gaining the confidence to work with others and ability to vocalize their thoughts and feelings. We recognize that every child comes from a different emotional place and hope to offer a sense of trust and belonging. We strongly feel that every child should feel a sense of belonging in our Center. Pictures of the child can be found in many areas of our Center. Our bulletin boards showcase our ELECT documentation and pedagogy, capturing snapshots of learning. It is important to Little Beginnings Daycare and Learning Center that pedagogical documentation is valued, discussed and made visible.
Their creations are posted on our bulletin boards inside and outside our classrooms for easy visibility for parents and guardians. Our Hi Mama electronic daily report program, Facebook page and bulletin boards boast our accomplishments in child development. Every child is provided with a cubby space for personal belongings with their picture and name. In our front entrance, you will notice our logo tree is painted and covered with pictures of our Educators caring for a child. This extends our sense of belonging to the family as a whole. We make every effort to make our Center an extension of the home and hope to make our children feel a sense of acceptance.
Communication skills, ability to regulate and express emotion as well as to think and plan, are all recognized when planning our program. Cognitive skills, social skills and a child’s physical development are also reflected in our curriculum and pedagogy. We strongly believe that quality is a journey and not a destination. We take pride and consideration when planning our programs ensuring that the child’s growth and progress is respected. Our program embraces the child’s individualism and interest. A natural respect for the child is fostered through our programs by allowing the focus to be child directed and educator supported. Our educators are experts at observation as they sharpen their observation skills daily. Educators sit back and watch the interactions between the children, analyze the process and make the decision to become a part of the play or stay neutral. If an educator decides to contribute to the learning, she or he will start by asking questions that may spark curiosity or extend play by adding new elements or dimensions to the learning occurring. We acknowledge that the child is competent, curious and has the ability to reach his or her own potential. In turn programs are created that can build on the strength and abilities of the child. Giving the child the opportunity to try new things becomes a skill building process and self-confidence builder. Recognizing the process in which this takes time. Loving the process without having a destination becoming the focus. This approach is noticeable in our art center. Children are provided with many different materials to create art. They have the vast world of their imagination at their fingertips. Art is an open-ended activity, meaning children are not told when to start or stop their art. Creative materials are always accessible throughout the day. The child is given choices on materials and length of time. Should he or she feel creative that day and want to spend an hour or just a few minutes exploring art is their choice alone. We strongly feel that the child gains a sense of pride and accomplishment in their product when given the freedom of expression. Amazing things are produced in our art areas weekly and showcased in our hallway bulletin boards to share with parents.
Parent involvement in our program is important to us. We see the family as an extension of our learning. We strive to be an extension of the family working towards similar goals and objectives in the development of the child. Our bulletin boards become a visual communication for our families. Educators make a wonderful effort to share a part of their learning with parents by posting art, snapshots of an activity or child engaged in play. Educators post a monthly ELECT document. The monthly ELECT document showcases a child’s pedagogical learning, a sequence of pictures capturing a process of learning to demonstrate to parents the ongoing process of development. The ELECT document makes thinking and learning visual for families to see and make the connection between the activity and the skill acquired. Parents are invited to participate in their child’s learning to help bridge the home to daycare. We see the family as an extension of ourselves. Little Beginnings Daycare and Learning Center thrives to build a connectedness with the children, parents and families. To help strengthen our programs, we invite the parents or guardians to take an interest in what is happening in our classrooms and express their perspectives on learning. Monthly newsletters are provided informing families of the events occurring in the daycare. We invite feedback from parents and encourage an open dialogue. Little Beginnings Daycare and Learning Center respects all families prejudge of background and economic status. Furthermore, we embrace the diversity of our families and celebrate our differences as wonderful learning opportunities for our children and Educators. We recognize the parents as wonderful asset in providing a more in depth understanding of why things happen with their child and become an extension of learning. Parents or guardians are valuable contributors in their child’s learning. It is important to us to make all caregiver perspectives feel valued. An office diary is kept to record any concerns or questions brought forth by primary caregivers to review semiannually and reevaluate our progress in establishing that positive report with our families.
Community involvement is also an important part of our program. We invite the local Fire Department to visit our Center yearly to talk about fire safety and allow the children to see the fire truck up close and see them in uniform. We feel it is important to provide a sense of reality to the children in order to prevent fear or apprehension in an emergency situation. We partner with our local library and Ontario Early Year Center (OEYC) to collaborate on findings and development. Our Infant program visits our local retirement home for story time many times throughout the year. This not only provides great enjoyment from our local retirees but it also commands a respect for the elderly.
Our Educators are encouraged to attend workshops and continue professional development. Educators are then given the opportunity to share their learning during staff meetings and implement learning within their classrooms. The Ministry of Education provides ongoing opportunities for educators to engage in critical reflection and discussion about pedagogy and practice through providing various workshops and supporting professional growth. We believe all our Educators are knowledgeable and caring professionals capable of self-evaluation of their reflective and resourceful practices. Every Educator is a valued contributor and is deserving of the opportunity to share and contribute learning in a meaningful way. Self-Evaluation sheets are provided to Educators semiannually to help assess their role and level of progress in reaching their goals. All new Educators are given a three month probationary employment period in which they are evaluated on the quality of programs produced and ability to establish positive relationships with children, families and their peers. The Supervisor/Director evaluates its Educators yearly to document and review individual and Center based goals and progress. Reviews of the Program Statement are conducted yearly by the Licensee, Supervisor/Director and Educators to ensure the quality and sustainability of the curriculum and pedagogy to assess the effectiveness of its approach in all areas mentioned above.
Little Beginnings Daycare and Learning Center’s Program Statement will undergo the following critical reflection questions:
1. Do Educators prepare the environment to foster the learning and development of children in their care?
2. Do Educators build their programs on the interest of the child by asking questions, observing play and promoting thought, reflection and curiosity?
3. Do Educators reach out to involve families, peers, and the community to the building of programs and support child development?
4. Does the Supervisor/Director support the environments and its Educators in their advancement of adapting to new families and children into their programs?
5. Does the Center promote the wellness, safety and health of its children, families, peers and community?
6. Does LBDLC recognize the importance seeing the child as competent, capable of complex thought, curious and rich in potential?
7. Does the programs produced by the Educators at LBDLC focus on ensuring the quality of the four foundations of development such as belonging, well-being, engagement and acceptance regardless of age, ability, culture, language, geography or setting?
The Program Statement will be read and understood prior to employment and involvement with Little Beginnings Daycare and Learning Center. The Program Statement is to be read and signed of understanding prior to employment and after yearly thereafter to reflect any restructuring.
The Licensee, Kristy Garneau, will ensure that the approaches set out in the Program Statement are being implemented in the operation of its program at Little Beginnings Daycare and Learning Center on a continual basis. All concerns and questions will be documented and reviewed semiannually to analyze the impact of our strategies and their impact on our programs and values. Little Beginnings Daycare and Learning Center acknowledges that a Program Statement is a live document and continues to provide a high quality early learning environment as it recognizes the direct influence on long-term positive outcomes for young children.