Program Statement

In our Toddler and Preschool programs each child will experience two hours of outdoor play (weather permitting) daily, indoor activities as well as a time to rest and sleep, quiet and active times; always being mindful of each child’s needs and parental direction.

Each child will be provided with opportunities to learn and play in self-chosen activities, using materials and experiences that encourage exploring, experiencing, questioning and problem solving. Materials are placed at children’s level to allow free choice and children are encouraged to be self-reliant in routines such as dressing, toileting, washing, eating and cleaning. Educators are available for support and will work collaboratively to ensure that children feel safe, secure and healthy.

In addition, our Educators are trained in facilitating and expanding the individual child’s interest with materials and activities, creating an environment that is appropriate for his/her developmental needs and levels. These factors ensure the growth of each child physically, cognitively, socially, emotionally and creatively.

Educators will post a weekly plan that contains observations, plans and documentation to support the children’s learning. The weekly plan highlights proposed activities and learning opportunities that are linked to the ELECT Continuum of Development. In our full day Toddler and Preschool Programs, individual child’s learning is documented in a portfolio that shows the child’s development through play based learning opportunities. We are currently researching different methods to share the information with families on a regular basis.

We see children as competent individuals, capable of complex thinking, curious and rich in potential. We will encourage the children to interact and communicate in a positive way and support their ability to self-regulate .Our program values and builds on the child’s individual interests, strengths and abilities and we will encourage the child to interact and communicate in a positive way which support their ability to self-regulate. (the ability to gain control of bodily functions, manage strong emotions and maintain focus, attention and mindfulness). Kids Come First understands that self-regulation in early development is influenced by a child’s relationship with the adults in the child’s life and experience, including the Educators, families and volunteers. Our Educators will use observation to support children in developing strategies to regulate their emotions, remain calm and understand how behaviours affect others around them.

We will use documentation through observation, planning, reflecting and evaluation and use this as a tool to document children’s learning through their play experiences, as well as sharing information with children and their families.

Our Educators will also develop an Individual Support Plan (ISP) for children with special needs to ensure that appropriate developmental goals are developed and activities are implemented to achieve the goals. ISPs are updated regularly with input from Educators, Families and any outside agencies involvement.