Program Statement

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.